ED 119 409

DOCUMENT RESUME

95 EC 081 482

AUTHOR Harbin, Gloria; Cross, LeeTITLE Early Childhood Curriculum Materials: An Annotated.

Bibliography. Tadscript Number 7.INSTITUTION Forth Carolina Univ., Chapel Hill. Technical

Assistance Development System.SPONS AGENCY Office of Education (DREW), Washington, D.C.PUB DATE 75GRANT OEG-0-74-1868NOTE 109p.

EDRS PRICE MF-$0.83 HC-$6.01 Plus PostageDESCRIPTORS *Bibliographies; *Curriculum; Early Childhood

Education; Exceptional Child Education; *HandicappedChildren; *instructional Materials; LanguageDevelopment; Logical Thinking; Motor Development;Perception; *Program Descriptions; SocialDevelopment

IDENTIFIERS TADS; Technical Assistance Development System

ABSTRACTPresented in the bibliography is information on

approximately 60 commercially distributed instruction materials orprograms appropriate for use with handicapped preschool children.Program summaries are grouped into the following categories: grossmotor, fine motor, perception, reasoning, language, social, infants,and core (covering three or more developmental areas). Summaries arearranged alphabetically by authk.r or developer within each sectionand usually include author, title, data, purpose, a nonevaluativedescription, name and address of vendor, ordering information, andcost. (DB)

***********************************************************************Documents acquired by ERIC include many informal unpublished

* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *

* reproducibility aze often encountered and this' affects the quality *

* of the microfiche and hardcopy reproductions ERIC makes available ** via the ERIC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original.***********************************************************************

DEPARTMENT OF HEALTH,EDUCATION I WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN.ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

Emily ChildhoodGarriculture Materials

An Annotated Bibliography

Compiled by:

Gloria Harbin, Mid-East Learning Resource System

Lee Cross, Technical Assistance Development System

Edited by:

Carolyn Mears, Technical Assistance Development System

"PERMISSION TO REPRODUCE THIS COPY-RIGHTED MATERIAL HAS BEEN GRANTED BY

Dr.

TO ERIC AND ORGANIZATIONS OPERATINGUNDER AGREEMENTS WITH THE NATIONAL IN-STITUTE OF EDUCATION. FURTHER REPRO-DUCTION OUTSIDE THE ERIC SYSTEM RE-QUIRES PERMISSION OF THE COPYRIGHTOWNER."

Tadscript Number. SevenSummer Nineteen Seventy-five

Published by the Technical Assistance Development SystemThe University of North Carolina at Chapel Hill

2

This bibliography is distributed pursuant to a grant(#0EG-0-74-1868) from the Office of Education, U.S. Department ofHealth, Education and Welfare. Grantees undertaking such projectsunder government sponsorship are encouraged to express freelytheir judgment in professional and technical matters. Points of view oropinions do not, therefore, necessarily represent official Office ofEducation positions or policy. These selections are presented forinformation purposes only; no claim of accuracy is made for costdata.

©reserved

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Table of Gozateuts

INTRODUCTION

GROSS MOTOR 3

Perceptual and Motor Development in Infants and Children (5) , FrostigMove-Grow-Learn Program (5) , The Slow Learner in the Classroom (6) ,

Motor Performance and Recreation Inctruction, Part IV of SystematicInstruction for Retarded Children: The Illinois Program (6)

FINE MOTOR 9

Daily Sensorimotor Training Activities: A Handbook for Teachers andParents of Preschool Children (11) , Dubnoff School Program I : Percep-tual-Motor Exercises, Level III (11) , Erie Program I, Part III (12) , MotorPerformance and Recreation Instruction, Part IV of Systematic Instructionfor Retarded Children: The Illinois Program (12) , Beginning to Learn:Fine Motor Skills (13)

PERCEPTION 15

Let's Look For Program: Project Me (17) , Ruth Cheves Program I: Vis-ual-Motor Perception (18) , Big Box: Visual Perception (18) . DubnoffSchool Program I: Perceptual-Motor Exercises (20) , Fairbanks-Robin-son Program (21) , The Frostig Remediation Program (22) , Detect Tac-tile (23) , Detect Visual (24) , Erie Program I (25) , Early ChildhoodEnrichment Series: Toys to Develop Perceptual Skills (26) , Readinessfor Learning Clinic (27) , Try: Experiences for . oung Children (28) ,

Beginning Readiness (29) , Beginning to Learn: Perceptual Skills (30) ,Perceptual Training Activities Handbook (31)

REASONING 33

Early Childhood Enrichment Series: Development of Number Readiness(35) , GOAL: Mathematical Concepts (36) , Early Childhood Curriculum:A Piagetrrogram (36) , Playskills Kit: A Parent-Child Oriented Program(37) , Inquisitive Games: Discovering How to Learn (39), InquisitiveGames: Exploring. Number and Space (40)

4

LANGUAGE 43

Language and Learning Disorders of the Pre-Academic Child (45) ,Early Childhood Discovery Materials (45) , Teaching Learning inthe Preschool: A Diagnostic Approach (47) , Peabody Language De-velopment Program: Level P (48) , Distar Language I (49) , A Lan-guage Program for the Non language Child (50) , GOAL: LanguageDevelopment (51), Language Acquisition Program for the SeverelyRetarded (51) , Developmental Sentence Analysis (53) , InteractiveLanguage Development Teaching (53), Language Intervention: TenTechniques (54) , Target on Language (55) , Teach Your Child toTalk (56) , Early Childhood Enrichment Series: Learning to DevelopLanguage Skills (56), Systematic Language Instruction, Part II ofSystematic Instruction for Retarded Children: The Illinois Program (58)

SOCIAL 61

Focus on Self Development: Stage One--Awareness (63) , Big Box:Body and Self-Awareness (63) , Developing Understanding of Selfand Others .(64) , The Social Learning Curriculum (65) , Self-HelpInstruction, Part III of Systematic Instruction for Retarded Children:The Illinois Program (66) , Project "Me" (67)

INFANTS 69

Infant/Toddler Learning Program (71), Baby Learning through BabyPlay: A Parent's Guide for the First Two Years (71) , Infant Caregiving:A Design for Training (72), Teach Your Baby (72) , Infant Curricu-lum: The Bromley Heath Guide to the Care of Infants (73)

CORE 75

Language and Thinking Program (77), The Threshold Early Learn-ing Library (78), Before First Grade (79) , Early Childhood: AnIndividualized Approach to Developmental Instruction (80), The NewNursery School (81) , The Toy Lending Library (82) , The Early Learn-ing System (83) , The Learning to Think Series (85) , The CognitivelyOriented Curriculum: A Framework for Preschool Teachers (86)

APPENDICES 89

Appendix A: Reprint of "Guidelines for Analyzing Kits/Sets of EarlyLearning Materials," EPIE REPORT Number 42 (91), Appendix B: "De-velopmental Skills Sheets" (101) , Appendix C: List of Vendors (117)

AUTHOR INDEX 121

Aclutowledipments

Primary credit for the development of this bibliography goes to Gloria Harbin ofthe Mid-East Learning Resource System (MELRS) and Lee Cross of TADS. Theywere assisted in various ways and at various times by Stephanie Alexander, DianeMercer, Jose Hurtado, Elaine Glover, Mary Chitty, Sonya Johnston, and BarbaraPearce of TADS, and Sue Jacobs and Jane Livesay of MELRS.- Illustrations are byLeslie Udry.

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Introduction

In planning educational services for young handicapped children, it is helpful to have availablea great deal of information concerning curriculum activities, procedures, materials, and pro-grams. Even though most programs for young children are not built totally around commercialmaterials, many programs do successfully utilize them for specific aspects of their curriculum.

This bibliography, therefore, has been compiled to provide an overview of the purpose and thecontent of commercially distributed curriculum programs that can be used with young childrenand can be adapted for use with young handicapped children. Based'on these descriptions, youshould be able to make decisions about which programs to explore further. We would advisethat, whenever possible, decisions to purchase should be made after reviewing the actual product.

It is not our intent to make evaluative judgments concerning the relative value of programs pre-sented here or to advocate a particular approach. We have included programs that have potentialfor use in preschool programming for handicapped children, in addition to their use with normallydeveloping children. However, we have not attempted to delineate or describe how the programscan be adapted for various learning characteristics of handicapped children, and we do not pro-pose that every program included here can be adapted for every child.

The prograins described in this bibliography have been grouped into chapters according to thedevelopmental area that is most emphasized by the programs themselves: gross motor; fine motor;perception; reasoning; language (receptive and expressive); and social. Entries are arrangedalphabetically by author in each of these chapters. Even though most of these programs can bedivided across developmental areas, many programs address more than just one area of develop-ment. In fact, as children are involved in learning situations where programs are used, thereis no doubt that several of these developmental areas are interacting as the child participates.However, for planning purposes it is desirable to look at the prime or main function of the pro-gram. To this end, there are a number of programs that were designed to cover three or moredevelopmental areas and to provide a "core" of these activities for the entire curriculum. Descrip-tions of these programs may be found in section VIII of this bibliography. We have also includeda brief section of programs designed especially for use with infants. For additional informationon infant programs and materials, write to TADS and request a copy of THE INFANT BIBLIO-GRAPHY, Tadscript Number Six.

A final word about costs. The costs listed are based upon information available at this printing.They are, however, subject to change in all probability upward.

David L. LillieDirector, Technical Assistance Development Systems

Gross Motor

-Gross Motor

Cratty, Bryant J. Perceptual and Motor Development in Infants and Children.1970.

PurposeThis text provides information on pertinent findings of research on percep-tual and motor development in infants and children. It was written pri-marily for special educators, physical educators, and others in the fieldof education.

DescriptionIn general, this text deals with behavior rather than the underlying neu-rological, biochemical, and anatomical bases for behavior. A few exampleactivities are given.

VendorThe Macmillan CompanyFront & Brown StreetRiverside, New Jersey 08075Catalog number 32553$4.95 (school price)

Frostig, Marianne and Maslow, Phyllis. FROSTIG MOVE-GROW-LEARN PRO-GRAM. 1969.

PurposeDesigned for use by classroom teachers, the MOVE-GROW-LEARN PROGRAM(MGL) is a new movement education program which is intended to enhancethe total development of preschool and primary school children. In additionto promoting good health, a sense of physical well-being, and the develop-ment of sensory motor skills, MGL helps children develop self-awareness,the awareness of time and space, the ability to communicate, the ability tointeract with others, the ability to perceive self in relation to the environ-ment, the ability to solve problems, and the ability to learn.

DescriptionMGL activities are printed on 181 color-coded 4 x 6 inch cards, which arepacked in convenient storage files. MGL includes activities in body aware-ness, coordination, agility, strength, flexibility, balance, and creativemovement. The 64-page Teacher's Guide includes practical guidelinesto ensure full participation by all students, specific recommendations foradapting the program to available space, and a list of recommended butnot required equipment.

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9

VendorFollett Publishing Company1010 West Washington BoulevardChicago, Illinois 60607Catalog number 3530$11.58

Kephart, Newell C. The Slow Learner in the Classroom. Second Edition, 1971.

PurposeThe Slow Learner in the Classroom provides the teacher with perceptual-motor activities which can be used for remediation of learning disabilities inchi ldren.

DescriptionThis volume addresses itself to two basic competencies which the teacher ofthe slow learner needs: an understanding of physical skill developmentwhich permits appropriate interpretation of the learning behavior of children,and a repertory of techniques by which information can be presented in vari-ous ways. Classroom activities are included in the book.

VendorCharles E. Merrill Publishing Company1300 Alum Creek DriveColumbus, Ohio 43216Catalog number 9196$10.95

Linford, Anthony and Jeanrenaud, Claudine. Motor Performance and RecreationInstruction, Part IV of SYSTEMATIC INSTRUCTION FOR RETARDED CHILDREN:THE ILLINOIS PROGRAM. 1972 (Experimental Edition) .

PurposeTHE ILLINOIS PROGRAM is a curriculum which emphasizes the developmentof simple, widely applicable, and specific gross and fine motor skills andrecreational skills in young retarded children. A discussion of the sectionon fine motor skills appears in the "Fine Motor" chapter of this bibliography.

DescriptionThe lessons on gross motor skills have been grouped into two sections: oneon basic rw_ivement and one on rhythm as it pertains to gross motor development.Included are lessons for the following skills: walking, marching, kicking,throwing, pulling, pushing, rolling, jumping, crawling, hopping, climbing,swinging, squatting, catching, kneeling, hitting, running, hanging, andwalking on a balance beam. Each lesson is presented in detail in a specific

6

-Gross Motor-

format. The objectives of each lesson give the terminal behaviors requiredfrom the child when the final task request is mastered; and the rationale forteaching each skill is given, together with the prerequisite skills that thechild should possess, if he is to have a reasonable chance of mastering thetask requests. All required materials and special room or setting preparationsare listed.

VendorInterstate Prifiters, Inc.1927 North Jackson .

Danville, Illinois 61832Catalog number 1560$2.50

Fine Motor

-Fine Motor-

Braley, William T.; Konicki, Geraldine; and Leedy, Catherine. .Daily Sensori-motor Training Activities: A Handbook for Teachers and Parents of PreschoolChildren. 1968.

PurposeThe purpose of this manual is to present daily activities to aid the preschoolchild in developing perceptual awareness and motor ability. The activitiesare designed to be integrated with the daily curriculum and materials usedin preschool centers.

DescriptionThe Handbook contains daily lesson plans for the teacher to follow. Compre-hensive evaluations are included at the end of each week so that the teachermay check the children's progress during the thirty-four week training per-iod. Activities aid in the development of the following skills: body image,eye-hand coordination, form perception, basic body movement, and balance.

VendorEducation Activities, Inc.P. 0. Box 392Freeport, New York 11520Catalog number 525$5.25

Dubnoff, Belle and Chambers, Irene. DUBNOFF SCHOOL PROGRAM I: PERCEP-TUAL-MOTOR EXERCISES, Level III. 1968.

PurposeThe purpose of this program is to help children who have perceptual dis-abilities develop the skills which are necessary for reading and writing.

DescriptionThis program consists of three levels of perceptual-motor exercises. LevelsI and II focus primarily on perceptual skills and are discussed in the "Percep-tion" chapter of this bibliography. Level III is a complete prewriting curri-culum for developing directional orientation, figure-ground perception, dis-crimination of detail, eye-hand coordination, and fine motor control for writing.Included in Level III are 124 worksheets which can be used to help childrendevelop the ability to recognize and reproduce within ruled lines all upper andlower case letters and numerals.

This program emphasizes skill development in the following areas: visual-motor, form discrimination, form conceptualization, form constancy, figure-ground discrimination, left -right sequencing, crossing the midline, direc-tional orientation, spatial orientation, body position in space, and eye-handcoordination.

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VendorTeaching Resources100 Boylston StreetBoston, Massachusetts 02116Catalog numbers: 21-110 Level I

21-120 Level II21-130 Level ill

$15.0017.0017.00

Hatten, Daniel; Pezzatt, Frank; and Pelkowski, Jerome. ERIE PROGRAM I,Part III. 1969.

PurposeThis program was designed for preschool, kindergarten, and particularlyfor primary school children who are having difficulty in developing read-ing skills.

DescriptionSpecific skills worked with in this four part program are: form discrimination;-form constancy, position in space, form conceptualization, form sequencing,left-right sequencing, crossing the midline, g u g round discrimination',visual-motor exercises, tactile discrimination, and kinesthetic discrimination.Parts I, II, and IV are described in the "Perception" chapter of this biblio-graphy.

Part III, which relates specifically to the development of fine motor skills,includes visual-motor template forms, a set of six student workbooks, andsix eraser pencils. The beginning activities involve tracing shapes withinthe templates. Later activities are done with worksheets as tactile andvisual guidelines are reduced. The instructor's guide contains the rationaleand instructions for all procedures used.

VendorTeaching Resources100 Boylston StreetBoston, Massachusetts 02116Catalog number 35-530Part III, $16.00

Linford, Anthony and Jeanrenaud, Claudine. Motor Performance and Recre-ation Instruction, Part IV of SYSTEMATIC INSTRUCTION FOR RETARDEDCHILDREN: THE ILLINOIS PROGRAM. 1972 (Experimental Edition) .

PurposeTHE ILLINOIS PROGRAM is a curriculum which emphasizes the developmentof simple, widely applicable, and specific gross and fine motor skills and

1.4

-Fine Motor-

recreational skills in young retarded children. A discussion of the grossmotor section appears in the "Gross Motor" chapter of this bibliography.

DescriptionThe fine motor lessons are included in the chapters entitled "Arts andCrafts," and "Miscellaneous Activities." The activities which are includedare drawing, clay modeling, pasting, cutting, paper tearing, putting onand taking off bottle tops, bead threccling, and other activities requiringfine motor skills. For each lesson in the curriculum the following aregiven: the objective, the required terminal behaviors, the 'rationale forteaching the skill, prerequisite skills, necessary mz-Aerials, and a detailedteaching procedure. The teaching procedures are broken into severalsub-tasks. A final section which lists advanced skills is attached to eachlesson to provide suggestions for extending the learning activity.

VendorInterstate Printers, Inc.1927 North JacksonDanville, Illinois 61832

Catalog number 1560$2.50

Thurstone, Thelma G. and Lillie, David L. BEGINNING TO LEARN: FINEMOTOR SKILLS. 1970.

PurposeThe purpose of this program is to aid preschool and school age childrenin developing the fine motor skills necessary for printing and writing.

DescriptionThis program was designed to be used with the LEARNING TO THINKSERIES workbooks (Thurstone, 1967) and to give more intense training infine motor skills than is found in those workbooks. Lessons are arrangedin order of difficulty. Skills emphasized include finger speed, arm andhand precision, arm steadiness, and hand and finger dexterity. Eachstudent has his or her own book which includes the following activities:cutting, tracing, connecting dots, drawing lines (vertical, horizontal,diagonal), using templates, coloring, following a path with a pencil, andcompleting a figure. Transparencies are used occasionally to introduceor teach a lesson. A set of animal tracing boards is used as the culmi-nating activity. The components of the program include one Children'sBook, two sets of ten tracing boards, twenty sets of five plastic templates,ten transparencies, and one Teacher's Guide.

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VendorScience Research Associates, Inc.259 East Erie StreetChicago, Illinois 60611Catalog number 3-7060 FINE MOTOR SKILLS (complete set includes a copyof the Children's Book)$61.75 (school price)

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Perception

-Perception-

Chambers, Irene. LET'S LOOK FOR PROGRAM: PROJECT ME. 1972.

PurposeLET'S LOOK FOR PROGRAM: PROJECT ME assists each child in the develop-ment of visual and linguistic skills in preparation for formal learning experi-ences and helps him to become aware of his relationships to the people andobjects in his own environment.

DescriptionFilmstrip pictures are projected on a floor-based screen, the "Learning Wall,"from the rear of the room, thereby creating a total environment into whichthe child projects himself and with which he interacts. The child leaves hisseat to touch and interact with the images, with other children, and with theteacher. Programmed response pictures offer the child immediate feedbackas reinforcement. The child scans familiar pictures to develop vise.; I skills.The five sequenced filmstrips move from simple to complex object identifica-tion and figure-ground discrimination. Specific experiences are offeredwith visuaF discrimination, visual-motor coordination, figure-ground discri-mination, auditory discrimination, listening comprehension, thinking (com-paring, classifying, sequencing, generalizing, abstracting), speaking, andcreative expression.

The author believes that the principles of interacting with a floor-based, pro-jected image allow the teaching of intermediate motor skills on a vertical plane,thus providing the child with an opportunity to make the transition from con-crete to abstract experiences. The accompanying teacher's manual containsnotes on teaching, a preview of the filmstrips, and suggested related activi-ties. Also included is an evaluation filmstrip with suggested evaluation pro-cedures.

VendorBowmar622 Rodier DriveGlendale, California 91021Catalog numbers: 764 Learning Wall

854 Films, Cassettes, Teacher's Guide

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$125.0066.00

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Cheves, Ruth. RUTH CHEVES PROGRAM I: VISUAL-MOTOR PERCEPTION. 1969.

PurposeThis visual-motor perception program is designed to foster the developmentof basic patterns of learning and an understanding of the concepts of spatialorganization, sequences, geometric shapes, and associations. The programcan be used with children in preschool through second grade.

DescriptionThe program materials may be used for diagnosis, since they provide theteacher not only with a vehicle for assessing the developmental level of thechild's visual-motor abilities but also with tasks to stimulate the learning pro-cess. The teacher's guide suggests precise steps. for the teacher to use ineach presentation and provides variations and suggestions for extendedlearning activities. The program consists of the following parts:

Form Puzzles which provides a variety of patterns and introduces con-cepts of basic forms, numbers, relationships of parts to the whole, spa-tial organization, and sequences.

Geometric Shapes and Associations which builds the concepts of shape,sameness and difference, position, order, quantity, and abstract asso-ciations.

Phonics Puzzles and Games which helps the child learn consonant soundblends and diagraphs.

Quantity and Number Relationships which helps build the concepts ofquantitative progression, numerical sequence, and time.

VendorTeaching Resources100 Boylston StreetBoston, Massachusetts 02116Catalog number 10-100$69.75.

Developmental Learning Materials. BIG BOX: VISUAL PERCEPTION. 1974.

PurposeThis ,unit is designed to help children develop visual learning in six basicareas: 1) color, shape, size; 2) visual closure; 3) visual memory; 4) visualdiscrimination; 5) visual motor (fine); and 6) visual language concepts.The unit is intended to be a resource box of exercises and activities, and isnot meant to represent an entire developmental program.

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DescriptionThe BIG BOX is a storage box which contains curricvity cards which are guides for using those mainto four methods of instruction: I) adultinitiated; and 4) group activities.

The products included in

Catalog number

-Perception-

ulum materials and acti-terials. The cards are divided

to child; 2) child to child; 3) self-

the boX are described below.

Products

315 Eye-Hand Integration Exercises helps to establish skillsof left and right, up and down, and visual-motor integra-tion.

289 Multivariant Sequencing Beads offers experiences in vis-ual perception of form, size, and color.

290 Multivariant Sequencing Beads provides learning oppor-tunities in categorizing and sequencing.

113 Large Parquetry (two sets) develops organization andspatial relations.

114 Large Parquetry Designs teaches the relationship of oneform to another, visual sequencing, constancy of form,color matching, form matching, and spatial relationshipsthrough the child's use of blocks in different forms.

137 Clear Stencils provides training in the visual-motor skillsand exercises for the student who has difficulty in differ-entiating background from foreground.

236 Multimoes helps the child develop skills in matching colors,shapes, and sizes,

288 Size Sequencing Cards develops skills in recognition andorganization of objects in sequential patterns.

305 Halves to Whole Cards teaches the child visual discrimi-nation by having him pair upper and lower halves of cutcards so that pictures of objects are reassembled.

157 Association 'icture Cards III provides practice in associa-tion, categorization, and language.

127 Sequential Picture Cards I develops basic skills in sequen-cing.

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Catalog number Products

161 Sequential Picture Cards II develops basic skills in sequen-cing.

341 Basic Cut Puzzles is useful in the development of eye-handcoordination, visual discrimination and closure, and part-whole relationships.

286 Sorting and Grouping Tray can be used in categorizationof color, shape, or size.

308, 309, Visual Discrimination Flip Book (I, II, Ill) develops visual310 discrimination skills.

292 Symmetrical Match 11.E stresses visual discrimination skillsand perceptual constancy and is useful in both concept andlanguage development.

181 Visual Memory Cards (I and II) develops visual memory,including differentiation, sequencing, and recall.

VendorDevelopmental Learning Materials7740 Natchez AvenueNiles, Illinois 60648Catalog number 348 (for complete BIG BOX: VISUAL PERCEPTION including140 Activity Cards)$65.00

Dubnoff, Belle and Chambers, Irene. DUBNOFF SCHOOL PROGRAM I PERCEP-TUAL-MOTOR EXERCISES. 1968.

PurposeThis program consists of three levels of perceptual-motor exercises to helpchildren develop skills in the following areas: visual-motor, form discrimi-nation, form conceptualization, form constancy, figure-ground discrimination,left-right sequencing, crossing the mid1;ne,' directional orientation, spatialorientation, body position in space, and eye-hand coordination. This pro-gram uses a number of fine motor skills (especially in Level III) to developthe perceptual skills that are listed above. A description of Level III appearsin the "Fine Motor" chapter of this bibliography.

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-Perception-

DescriptionMaterials in this curriculum consist of three independent levels of studentactivity books, each with a series of perforated exercise sheets. An instruc-tor's guide for each level provides complete lesson plans for a wide varietyof playground and classroom games, chalkboard activities, and craft activi-ties to introduce each concept and to move the student from large motor tasks,through intermediate motor practice, to fine motor control. The culminationof each level of activity is a series of carefully sequenced worksheets whichrequire the association of the concepts that have been learned. Activities aredesigned for large or small group instruction.

Level IIn Level I the concepts of straight, circular, diagonal, and intersectinglines are introduced. Visual orientation, left to right sequence, andvisual-motor coordination are developed.

Level 11In Level II a combination of lines and multi-directional changes are usedto develop perception of forms and patterns as well as fine motor control.

Level IIIThis level is a complete prewriting curriculum designed to help childrendevelop the ability to recognize and reproduce within ruled lines allletters and numerals.

VendorTeaching Resources100 Boylston StreetBoston, Massachusetts 02116Catalog numbers: 21-110 Level I

21-120 Level II21-130 Level III

$15.0015.0017.00

Fairbanks, Jean H. and Robinson, Janet. FAIRBANKS-ROBINSON PROGRAM.Level I, 1969. Level II, 1968.

PurposeThis program is designed to help children develop skills in the followingareas: form and size orientation, figure-ground discrimination, part-wholeorganization, left to right progression, sequencing, direction following, vis-ual-spatial judgment, visual-motor integration, tactile discrimination, andmanipulation and dexterity.

DescriptionThis program consists of two levels which are boxed separately with eachcontaining a detailed instructor's guide, manipulative materials, and anextensive file of reusable worksheets. Supplementary materials for use with

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various exercises include unbreakable wooden and tactile pieces, games,puzzles, non-toxic washable crayons, acetate protectors, and Teacher's Stim-ulus Books. For most effective use, exercises should be presented to no more

. than two pupils at a time under direct teacher supervision. Exercises are or-ganized in steps of increasing difficulty and may be used for a complete andcontinuing program of skill development. Activities at both levels includetracing, copying, coloring, cutting, copying patterns, completing dot to dotdesigns, and working with a variety of puzzles.

Level ILevel I includes ten sections of exercises which are designed to help chil-dren develop the basic concepts of circular and straight line, left to rightand top to bottom progression, form recognition and discrimination, spa-tial orientation, attention to detail, and visual tracking.

Level 11Level II includes eleven sections of exercises which integrate skills at a

higher level and emphasize eye-hand coordination, manipulative dexterity,fluid movement, complex figure-ground discrimination, memory and recall,position in space, parts to a whole relationship, sequencing, and analysis.

VendorTeaching Resources100 Boylston StreetBoston, Massachusetts 02116Catalog nimbers: 30-100

30-11030-120

Levels I and IILevel ILevel II

$135.0079.0069.00

Frostig, Marianne; Horne, David; and Maslow, Phyllis. THE FROSTIGREMEDIA-TION PROGRAM. 1973.

PurposeTHE FROSTIG PROGRAM is a program for assisting kindergarten and earlyelementary age children in the development of visual perception. It is designedprimarily for use with retarded children, children with perceptual difficulties,and children in special perceptual training classes.

DescriptionThis paper and pencil program provides remedial exercises in the five visual-perceptual areas covered by the FROSTIG DEVELOPMENTAL TEST OF VISUALPERCEPTION. The areas covered are visual-motor coordination (95 lessons);figure-ground (76 lessons); shape constancy (72 lessons); position in space(42 lessons); and spatial relationships (82 lessons) . The program includesspirit duplicators for the above lessons and a teacher's guide.

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-Perception-

VendorFollett Publishing Company1010 West Washington BoulevardChicago, Illinois 60607Catalog number 3710 Complete FROSTIG PROGRAM$114.00 (school price).

Gould, Lawrence N. DETECT TACTILE. 1969.

PurposeThis program is designed to help children develop perceptual-cognitive skills,through the sense of touch, for classifying, discriminating, abstracting, andproblem solving.

DescriptionIn this program, which is organized into three different levels, the child worksfrom the concrete to the pictorial to the symbolic. As the program progresses,the tasks and responses required become increasingly more complex and diffi-cult. The program was developed for children in grades K-2. In Level I thechild works directly with concrete forms; classifies them according to shape,size, and texture; and puts those concrete forms directly onto the workbookpage or game board.- In Level II the child works from the concrete to the pic-torial by learning to move forms to various positions on the detect board and atic-tac-toe grid. The child begins by following verbal directions and thenlearns to understand symbolic directions. In Level III the child learns to usesome letter symbols to stand for shapes and other letter symbols to representsize and texture.

Level I: General Objectives1. to develop the child's ability to classify2. to develop the child's ability to work from the concrete to the iconic3. to develop the child's ability to note similarities and differences through

problem solving4. to develop the child's eye-hand coordination skills

Level 11: General Objectives1. to reinforce the child's ability to classify2. to develop the child's ability to work from the concrete to the iconic to

the symbolic3. to develop the child's ability to solve problems in spatial relations,

directionality, and symbolization4. to develop the child's ability to relate the concept of "symbol" to the

knowledge of letters and numbers

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Level III: General ObjectivesI. to reinforce the child's knowledge of geometric forms, numerals, and

the alphabet2. to develop the child's ability to work from the concrete to the iconic to

the symbolic3. to develop the child's ability to symbolize the three dimensions of geo-

metric form4. to develop the child's ability to solve problems by noting similarities

and differences in the symbolization of geometric forms

The kit includes three pupil workbooks, five game boards, five sets of plasticforms, and one Teacher's Handbook. One kit accommodates a group of fivechildren.

VendorScience Research Associates, Inc.259 East Erie StreetChicago, Illinois 60611Catalog number 3-950$59.75 (school price)

Gould, Lawrence N. DETECT VISUAL. 1967.

PurposeThis program is designed to develop perceptual-cognitive abilities through theuse of the sense of sight for classifying, discriminating, abstracting, and prob-lem solving.

DescriptionThe program was developed for children in grades K-2. An image is exposedon a screen for a designated period of time, and the children mark a frame onthe workbook page which is just like the image they saw on the screen. Theythen reproduce the image in the workbook and verbalize about it. These ver-balizations are designed to help children learn to describe accurately an objector group of objects. The image is then re-exposed.

There are three levels in the DETECT VISUAL program.

Level 1Children find the picture in each row of the workbook that matches thepicture they just viewed on the screen. Seven different kinds of imagesare introduced.

Level IIChildren progress beyond matching to discriminating new relationshipsbetween images on the screen and those images in the workbook.

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Level IllChildren draw in elements that are shown on the screen but are missingfrom the forms provided in the workbook.

Materials include the opta TM which is a tachistoscopic adapter that fits on anystandard overhead projector, 136 disc transparencies in folders, three pupilworkbooks, and a teacher's manual.

VendorScience Research Associates, Inc.259 East Erie StreetChicago, Illinois 60611

Catalog number 3-18640

$386.00 (school price)

Hatten, Daniel; Pezzatt, Frank; and Pelkowski, Jerome. ERIE PROGRAM I. 1969.

PurposeThe ERIE PROGRAM was designed for preschool, kindergarten, and particularlyfor primary school children who are having difficulty in developing readingskills.

DescriptionThe four parts of this program, which are presented in a game format, may beused together as a complete program or separately as individual units. Specificskills dealt with in this program are form discrimination, form constancy, posi-tion in space, form conceptualization, form sequencing, left-right sequencing,crossing the m,idline, figure-ground disc., imination, tactile discrimination, andkinesthetic discrimination.

Each unit in this program is boxed separately with a detailed instructor'sGuide. With all four parts, the entire class may be involved in,clifferent gamesat varying levels at the same time, but the number of children able to use anygiven part varies. The four parts of this program are described below.

Part IEach of the Visual Perceptual Games (board games) provides the childwith practice in recognizing common geometric shapes in different group-ings. The games are played on five separate game boards with ten woodenmarkers. Two children play the game by moving the markers along a pathmarked with geometric shapes. Moves are determined by using either twodice with colored shapes, two-sided spinners with colored shapes, or acloth bag with plastic tactile shapes.

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Part IIPerceptual Bingo reinforces discrimination skills by having the childrenwork with basic forms. A set of large cue cards in an easel binder isused to "call" each shape to the layers who are provided with a seriesof Bingo sheets.

Part IIIEach of the Visual-Motor Template Forms provides practice in the integra-:qn of perceptual skills with motor skills. This set of materials includes

six individual student workbooks and six eraser pencils. The workbooksinclude two sets of templates and fourteen worksheet exercises.

Part IVPerceptual Cards and Domino Games develop skills of form recognition,constancy, memory, sequencing, figure-ground, attention, and concen-tration. Part IV includes nine different decks of cards which are used formatching and sorting activities.

VendorTeaching Resources100 Boylston StreetBoston, Massachusetts 02116Catalog numbers: 35-500 Complete ERIE PROGRAM $69.95

35-510 Part I 25.0035-520 Part 11 19.0035-530 Part III 16.0035-540 Part IV 13.00

Karnes, Merle and others. EARLY CHILDHOOD ENRICHMENT SERIES: TOYS TODEVELOP PERCEPTUAL SKILLS. 1970.

PurposeThe curriculum materials in this unit are designed to help children, eitherindividually or in small groups, develop skills in discrimination and percep-tion.

DescriptionThis program includes seven sets of materials and an instructor's guide, whichcontains a total of sixty lessons, for using the materials. Lesson plans giveperformance goals, materials, and detailed teacher instructions. These setsof materials are described below.

Colors and Shapes Game helps children develop color and shape recogni-tion, sorting and matching, classification, and fine motor s!-Alls. Thisgame includes an assortment of wooden colored beads, which can be strung,stacked, matched to color and shape cards, or sorted into sorting boxes.

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Play Chips helps children develop perception and skills in labeling ofshapes, matching, and discrimination. This series of activities involveswooden geometric shaped chips and a chip holder.

Stacking Disc helps children develop color recognition and knowledge ofdimensional terms. Activities involve the use of multi-colored, woodenstacking discs of graduated sizes.

Stack Scale helps children develop the concept of balance and problemsolving with alternative solutions. Activities involve fitting wooden discson a balance Scale.

Happy Face Game helps children develop communication through facialexpressions, association of facial expressions with feelings, and picturematching. Children participate in a game which involves a game boardand cards with faces depicting different emotions.

Feeley Mee ley Game helps develop identification abilities using the senseof touch. Objects are put into a box for children to count, describe, andidentify.

Pick Pairs Game develops visual sequencing and memory skills and theability to reproduce designs and to understand directional clues. Cardswith various shapes, designs, and objects are used in a game format.

VendorMilton Bradley Company443 Shaker RoadEast Long Meadow, Massachusetts 01028Catalog number 7909$52.00

McLeod, Pierce. READINESS FOR LEARNING CLINIC. 1973.

PurposeThe READINESS FOR LEARNING CLINIC is designed to help children developthe perceptual-motor skills that they need in order to succeed in formal class-room learning. THE CLINIC, which can be incorporated into the regularkindergarten or first grade program, provides for diagnosis and treatment ofperceptual problems.

DescriptionThe READINESS FOR LEARNING CLINIC is divided into three parts.

Part IPart I contains twenty-four Body Motor Skills Exercise Cards to help thechild develop body image, large muscle coordination, and use of a

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dominant hand, foot, and eye. Photos on the front of each card illustratethe exercise; on the back of each card are listed the performance objec-tive, teacher objective, specific teaching 'suggestions, and methods ofhelping the child who finds body motor exercises difficult.

Part IIPart II consists of twenty-four activities to help the child develop visualperception skills, twenty activities.to help him develop auditory percep-tion skills, and fifteen activities to increase his verbal communicationskills. Each activity card gives the activity, the performance objective,the teacher objective, teaching activities, and suggestions for additionalactivities for the child who has had difficulty mastering skills at this level.

Part IIIPart III consists of a 160-page Pupil's Workbook which contains activitiesto give the child practice in the development of eye-hand coordinationthrough tracing figures, completing mazes, and matching forms. Activi-ties are included to aid in the development of skills in letter formation andword recognition. Performance tools to be used with the workbook areplastic pages, tachistoscopes, and matching cards. A detailed teacher'sguide with specific objectives and instructions for each workbook page isincluded in the kit.

VendorJ. B. Lippincott CompanyEducational Publishing DivisionEast Washington SquarePhiladelphia, Pennsylvania 19105Catalog numbers: 43527 Complete Kit

43526-6 Pupil's Workbook$39.80

2.04 each

Manolakes, George; Weltman, Robert; Scian, Marie Jepson; and Waldo, Louis.TRY: EXPERIENCES FOR YOUNG CHILDREN. 1967.

PurposeThis program fosters the development of visual-motor skills and providesopportunities for oral language expression, individualized activities, and anorganized sequence of learning experiences. It also involves active partici-pation by the learner.

DescriptionThe activities in this program are organized into tasks at three levels of diffi-culty. Each task includes an Activity Book which provides both visual per-ception experiences and extended activities. A teacher's guide providesdaily lesson suggestions, many follow-up activities, and diagnostic proceduresto enable the teacher to determine the child's progress. All visual perception

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experiences encourage the development of left to right and top to bottom orien-tation and use a matching-to-sample technique to reinforce the child's visualperception through familiar hand movements. The tasks in this program aredescribed below.

Task IThe child works with twenty -four red plastic geometric objects: squares,circles, triangles, and rectangles in three different sizes. The child isasked to discriminate shape, size, and left to right, top to bottom pro-gression by matching the objects to the illustrations in the Activity Book.

Task HThe child is given twenty identical red and white plastic blocks eachhaving four different designs in two solid colors. He must select thecorrect patterns and match them to the page in the Activity Book.

Task IIIAt this level, the child moves from working with the abstract shapes ofTask I to working with the letters of the alphabet.

VendorNobel and Nobel Publishers, Inc.I Dag Hammerskjold PlazaNew York, New York 10017Catalog number F 674-1$31.00

Rowland, Pleasant. BEGINNING READINESS. 1974.

PurposeBEGINNING READINESS is a program for children who need more experiencewith basic readiness skills, have a short attention span, have difficulty follow-ing directions, and have difficulty expressing themselves.

DescriptionThe BEGINNING READINESS program includes Student Kits and Teacher Kits.In each Student Kit there are three, sixteen page "Shapebooks" which teachskills around a theme a picnic, a parade, a busy street. Skills and conceptsare introduced, developed, and reinforced through the teacher's use of multi-media materials in the Teacher Kit, such as filmstrips (five) , cassettes (three,sixty minute) , sticky pictures, game cards, and duplicating materials forworksheets. Three, thirty-two page "Teacher's Guides" provide step by steplesson plans for every "Shapebook" page. Each lesson plan contains conciseobjectives and detailed teaching strategies as well as individual, small group,and large group activities to reinforce specific skills and concepts. Eachlesson plan includes a reinforcement section with supplementary activities toassist the teacher in planning an integrated curriculum day.

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The BEGINNING READINESS program also includes "Sharing Books" in Spanishand English to inform parents of their children's accomplishments.

Some of the skills which are emphasized by this program are: identification ofsize, shape, color, and position; figure-ground discrimination; pattern sequen-cing; directionality; classification; eye-hand coordination; manual dexterity;auditory and visual discrimination; and expression.

Vendor.1. B. LippincottEducational Publishing DivisionEast Washington SquarePhiladelphia, Pennsylvania 19105Catalog numbers: 46550 Five Student Kits

46551 Three Teacher Kits$ 5.36

64.00

Thurstone, Thelma G. and Lillie, David L. BEGINNING TO LEARN: PERCEPTUALSKILLS. 1972.

PurposeThis program is designed to help children four-and-a-half to six years of agedevelop visual perceptual skills.

DescriptionBEGINNING TO LEARN: PERCEPTUAL SKILLS is designed to be used with theLEARNING TO THINK SERIES workbooks (Thurstone, 1967) and to give moreintense training in visual perceptual skills than is presented in the workbooks.This is a one semester program of thirty-eight lessons. The teacher introduceseach lesson to the entire class by means of an overhead transparency. Eachchild is then given a dittoed sheet with a lesson on the skill that the teacherhas introduced. The lessons are divided into three levels of difficulty: easy,medium, and hard. Thus, each child can work on the same perceptual skillwhile working at his own skill level.

The program is designed to help chi.dren develop the following skills:

Perceptual Accuracy1. matching2. discrimination of similar and different3. memory

Figure-Ground1. overlapping pictures2. pictures hidden behind a maze of lines

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Spatial Relationships1. copying designs2. mazes3. pattern completion

Perceptual Flexibility1. identifying reversals2. locating pictures or designs of different sizes and/or in different posi-

tions

Perceptual Closurefinding an object when only a portion of the object is visible

This kit includes sixty-four spirit masters for each of the three levels, thirty-eight transparencies, four filmstrips, and one Teacher's Guide.

VendorScience Research Associates, Inc.259 East Erie StreetChicago, Illinois 60611Catalo6 number 3-7040$99.75 (school price)

Van Witsen, Betty. Perceptual Training. Activities Handbook. 1967.

PurposeThis handbook is intended to help children develop skills in the areas of eyemovement and focusing, form perception, visual memory, visual comparison,visual projection, and eye-hand coordination.

DescriptionThe text is divided into the following chapters: 1) "Behavior Problems,"2) "Teaching," 3) "Visual Training," 4) "Auditory Perception Skills," 5) "Tac-tile Perception Skills," 6) "Olefactory Perception Skills," 7) "Gustatory Per-ception Skills," 8) "Kinesthc,tic Perception Activities," and 9) "Paper Folding."

VendorTeachers College Press1234 Amsterdam AvenueColumbia UniversityNew York, New York 10027Catalog number 22936$2.25

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Hodgins, Audrey and Karnes, Merle. EARLY CHILDHOOD ENRICHMENT SERIES:DEVELOPMENT OF NUMBER READINESS. 1970.

PurposeThe materiais in this unit are designed to be included in small group learningcenters where preschool and kindergarten children practice and expand theirnumber readiness skills.

DescriptionThis unit includes a teacher's guide and a series of manipulative materials.In the teacher's guide, the unit is broken into four areas, each dealing withdifferent pre-mathematical skills. The areas are:

"Simple Matching, Sorting, and Grouping Experiences" in which childrenlearn to group simple classroom materials according to kind, color, andshape (seventeen lessons) .

"Discerning and Reproducing Simple Patterns" in which children learnto copy progressively detailed patterns and practice precise visual dis-crimination, habits of left to right progression, and the concept of "same"(nine lessons).

"One-To-One Correspondence and Grouping by Number" which fostersrecognition of identical quantity or number (twelve lessons) .

"Expressing Specific Number Groups with Manipulative Materials" whichhelps children learn to count, to recognize and remember numerals, andto associate numerals with groups of objects (twenty-seven lessons) .

The lessons and materials are designed so that a teacher or an aide can pre-sent them as activities to a small group of children and can vary the activitiesto fit the individual level of each student. The materials in this unit include:flannel cut-outs, Teddy Bear counters, counting blocks, peg boards and pegs,jumbo dominoes, number poster cards, counting match-ups, and arithme-sticks.The materials may be used singly and in combination throughout the sequenceof lessons.

VendorMilton Bradley Company443 Shaker RoadEast Long Meadow, Massachusetts 01028Catalog number 7911$55.00

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Karnes, Merle. GOAL: MATHEMATICAL CONCEPTS. 1973.

PurposeThis program is designed to provide opportunities for children in small groupsto develop initial mathematical concepts.

DescriptionGOAL: MATHEMATICAL CONCEPTS is a sequential program of 137 lessonswhich are divided into seven areas: geometric shapes, sets and one-to-onecorrespondence, whole numbers and rational counting, numerals, additionand subtraction, measurement, and patterning and progression. Each lessonplan includes a learning objective, a list of required materials, a detailed pro-cedure for implementing the lesson, and a criterion activity to test the acquisi-tion of skills. GOAL has been designed so that it can be used by professionalsand paraprofessionals both diagnosticdfly and basally. The program includes:

1. Model LessonPlan Cards2. Number N'umeral Tiles3. Wooden Dice4. Path to Math Game Board5. Flannel Board Aids6. Add on Cubes7. Place Value Charts and Sticks8. Shapes and Number Lotto9. Templates10. Geometric Shapes11. Picture Pattern Cards and Lotto Boards12. Number Lines

VendorMilton Bradley Company443 Shaker RoadEast Long Meadow, Massachusetts 01028Catalog number 7665$110.00

Lavatelli, Celia S. EARLY CHILDHOOD CURRICULUM: A PIAGET PROGRAM.1973.

PurposeThe EARLY CHILDHOOD CURRICULUM (ECC) is designed and organized tofoster the development of mental operations and associated language in theareas of classification; number, measurement, and space; and seriation. Theprogram is designed to lay a foundation for the emergence of concrete opera-tions and move the child from Piaget's pre-operational stage into the Piagetianstage of concrete operations.

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DescriptionThe core of this program is a short training session conducted by the teacherwith three or four children several times a week. During the training sessionsthe children work with concrete materials to solve problems and develop asso-ciated language. There is a separate curriculum kit for each of the three areas(classification; number, measurement, and space; and seriation); and eacharea is divided into several sets of activities. Materials are stored in a largechest of drawers. The accompanying Teacher's Guide provides detailed directions for group sessions on all three sets, the mental operations which are tobe developed, and the language models for the sets. The Materials Kits andTeacher's Guide are to be used with the volume Piaget's Theory Applied to anEarly. Childhood Curriculum by Celia Lavaielli.

VendorAmerican Science and Engineering, Inc.20 Overland StreetBoston, Massachusetts 02215Catalog numbers: 0000X2540

0000X2530

0000X1330

0197B0010

46601

Classification (MaterialsKit & Teacher's Guide)Number, Measurement, andSpace (Materials Kit &Teacher's Guide)Seriation (Materials Kit &Teacher's Guide)Piaget's Theory Applied toan Early Childhood CurriculumTeacher's Guide (single copy)

$139.50

96.00

53.00

6.95

3.00

The Reader's Digest Association. PLAYSKILLS KIT: A PARENT-CHILD ORIENTED _PROGRAM. 1972.

Purpose .

This kit was designed to be used in the home by parents to help their pre-school children develop cognitive skills.

DescriptionThe materials in this kit include: 2 vinyl game sheets, 120 plastic cards (26color cards, .26 alphabet cards, 26 shape cards, and 30 Road Gam cards) ,26 plastic blocks, spin a dial, car tokens, and a parent's guide. This pro-gram is divided into ten basic steps.

Step 1 includes getting started activities, such as building with blocksand making patterns on colored surfaces.

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Step 2 emphasizes development of skills in matching, sorting, and classi-fying. Matching activities involve matching numerals and letters; sortingactivities involve placing cards into four groups according to the designson back of the cards; and classifying activities involve organizing infor-mation into categories.

Step 3 consists of eleven activities designed to help the child learn theeight basic colors: red, orange, blue, green, purple, brown, yellow, andblack.

Step 4 consists of three activities to teach the child the eight basic shapes:square; triangle, circle, oval, rectangle, diarhond, star, and hexagon.

Step 5 includes nine activities that are designed to help the child learnleft to right progression and sequential thinking. There are eight sequencesets which tell picture stories.

Step 6 is composed of seven activities that help the child learn the lettersof the alphabet by matching alphabet letters to squares, matching colorcards to letters, and playing Letter Bingo and the Road Game.

Step 7 includes four activities that are designed to help the child formwords. Activities include working with animal puzzles (placing animalstogether to form words) and using the alphabet cards with the color cards.

Step 8 consists of five activities that are desiyiod to help the child learnnumerals by matching numerals on cards and by manipulating blocks thatcorrespond to a chart.

In Step 9 the child plays Lotto and Bingo to apply what he has learned.

Step 10 is designed to help the child put into action the knowledge ofcolors, numerals, and the alphabet by playing the Road Game, whichalso gives him the opportunity to make judgments, to observe, to interpret,to generalize, to predict outcomes, to make comparisons, and to draw con-clusions.

VendorThe Reader's Digest AssociationPleasantville, New York 10570$14.97

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Sprig le, Herbert. INQUISITIVE GAMES: DISCOVERING HOW TO LEARN. 1969.

PurposeThis program is designed to help children develop skills in classifying, ana-lyzing, generalizing, and problem solving.

DescriptionThe program gives strategies for gathering, organizing, and processing in-formation by emphasizing the "how" and "why" rather than the "what" ofteaching. The format of this program is a combination of small group activi-ties and games for up to four players. The author suggests that an adultparticipate in the games until the children learn the rules well enough to playwithout supervision. The following are examples of the different games andactivities found in the various units.

Human Body1. Parts of the Body2. Functions of Parts of the Body3. Naming and Describing Parts of the Body4. Putting Parts of the Body Together

"5. Putting Parts of a Face Together

Clothing1. The Clothing Family2. Paper Dolls3. Pictures of Clothing4. Organizing Clothing

Properties1. Size2. Texture3. Weight4. Shape5. Co'or6. Descriptions of Objects

Food1. Guess the Fruit (smell and taste)2. Guess the Vegetable (smell and taste)3. Pictures of Fruits and Vegetables4. Guess the Meats5. Meat and Vegetable Game6. Meat and Fruit Game7. Meat, Fruit, and Vegetable Game8. Milk Products9. Bread (grain) Products10. Food Family11. Organizing Food

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Furniture1. Houses2. Bathroom and Kitchen3. Living Room and Bedroom4. Kitchen and Bedroom Game5. Living Room and Bathroom Game6. Organizing Furniture

Animals1. What is This Animal? (tame animals)2. What is This Animal? (wild animals)3. Organizing Animals

Transportation1. Land Transportation2. Water Transportation

Applying Strategies and Knowledge1. Families Game2. Categories Game3. Scramble I Game4. Scramble II Game5. Clue Game6. Clue and Rhyme Game

In total, there are sixteen games, two charts, six spinner units, five foldersof large pictures, one teacher-directed activity, and the Teacher's Handbook.

VendorScience Research Associates, Inc.259 East Erie StreetChicago, Illinois 60611Catalog number 3-8400 Complete set for twenty children$132.00 (school price)

Sprigle, Herbert. INQUISITIVE GAMES: EXPLORING NUMBER AND SPACE. 1967.

PurposeThis program was designed to complement an existing math curriculum or tobe used with inforMal mathematics teaching.

DescriptionEXPLORING NUMBER AND SPACE is a set of math oriented games and activitiesfor young children. Instead of teaching mathematics by rote, the games aredesigned to help the child develop the ability to comprehend 'relationshipswhich are necessary for the understanding of basic mathematical concepts.

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The games also are intended to help in the de.velopment of skills in the pre-operational stage as described by Piaget. These skills include the ability towork with the concepts of number, measurement,. and space; seriation; andconservation. The author recommends that the materials be used in smallgroups; thus, each game contains only enough materials to accommodate fourchildren. The teacher introduces the game to the children and plays alonguntil they understand the skills and the rules. The children may then playunsupervised. The teacher's manual contains a sequence chart which pro-vides a summary of the sequence and the objectives for the games and acti-vities. It is recommended that the games and activities be integrated into theteacher's overall curriculum plan. Some of the skills emphasized by the vari-ous games and activities are as follows:

1. spatial judgment skills ( the Road Game)

2. the ability to classify by color and size and to construct a sequence(white and colored sticks)

3. the ability to recognize numerals and the sets of objects for which theystand (One to Three Game, One to Six Game, One to Nine Game)

4. an understanding of the early concepts of addition and subtraction(various activities, Buy and Sell Game)

5. an understanding of "more than" and "less than" (Animal Toss Game,Land and Water Animals, Theater Tickets)

6. insight into the nature of equivalence (The Two Game, The ThreeGame, The Four Game, and The Five Game)

Included in this program are fourteen sequenced games with equipment forfour children; 610 modular plastic sticks; the. Road Game; and a teacher'sguide which contains lessons using the activities and games.

VendorScience Research Associates, Inc.259 East Erie StreetChicago, Illinois 60611Catalog number 3-8591 (Complete Set for twenty children)$164.75 (school price)

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Bangs, Tina E. Language and Learning Disorders of the Pre-Academic Child.1968.

PurposeThe author of this text believes that children who have suffered failure inschool have done so primarily because their language deficiencies were notdetected before they entered school. Her purpose for writing this book,therefore, was to offer a diagnostic and educational answer to this problem bydeveloping a remediation program at the preschool level.

DescriptionIn this informative text, Dr. Bangs offers a guide to the understanding andremediation of communication disorders in the preschool child. Such topicsare covered as the operational definitions of the tools and techniques forspeech and language assessment and the development of a pre-academic pro-gram. Especially valuable information in this book is contained within "APre-Academic Curriculum Guide." This Guide covers a four year period,with each year representing a specific class level: Under Three Years Old,Beginning, Pre-Kindergarten, and Readiness. Preceding each class level isa "Child Growth and Development Data" section which provides milestonesappropriate for the age range represented in that class.

Within the guide, the section on language skills is divided into two areas:comprehension and expression of oral language. Accompanying developmen-tal activities are given for each area. In addition the text contains "Avenuesof Learning" activities, which basically involve short-term memory, visual-and perceptual-motor skills, and social maturity skills. The author discussespre-academic subjects with instructional activities under such headings as"likenesses and differences," "phonics training," "writing readiness," andn u mbe r s . " A breakdown of units (e.g., Zoo, School Routine, Food) for each

class level includes innovative and creative classroom activities.

VendorPrentice-Hall International, Inc.Englewood Cliffs, New Jersey 07632Catalog number 522-797$10.95

Bank Street College of Education. EARLY CHILDHOOD DISCOVERY MATERIALS.1973.

PurposeEARLY CHILDHOOD DISCOVERY MATERIALS was developed by the Bank StreetCollege of Education in New York to encourage the development of the child'slanguage skills, conceptual skills, perceptual skills, and motor skills.

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To achieve these goals, the materials were designed to help the child reachout to other people, express his thoughts so that others can understand him,develop his own cognitive processes, understand what others are saying tohim, solve simple problems, and feel success and pride in emotional andintellectual growth.

DescriptionThe materials included in this program are divided into two groups.

1. Sets of Interrelated Materials are based on specific themes: in the park,on the farm, at school, playing in the street, at the supermarket, by thetall houses, in the clinic, and in the big store. A set of materials is pro-vided to develop the theme of each unit (folding pictures, Name and KnowBooks, Turn the Page Books, Put Them Back Boards, What Comes NextBoards, and Look and Listen Books) .

2. Also available are Associated Materials which are designed to extendand reinforce specific skills. Associated Materials include Mix and MatchBlocks (set of eight), See Through Games (set of twenty) , Fold-Out Books(set of six), You Tell Me Books (set of eight) , and Add a Picture Boards.The Teacher's Guide prdsents specific teaching suggestions for developingskills and for using each item. The suggestions are open-ended in orderto allow for the creativity of the teachers using the materials. Reinforce-ment activities are also provided.

VendorThe MacMillan CompanyFront & Brown StreetSchot,i Division: Order DepartmentRiverside, New Jersey 08075Catalog numbers, Interrelated Materials

27233 In the Park Set $36.3027238 On the Farm Set 36.3027248 At School Set 36.3027243 Playing in the Street Set 36.3027253 At the Supermarket Set 36.3027263 the Tall Houses Set 36.3027268 In the Clinic Set 36.3027258 In the Big Store Set 36.30

Catalog numbers,2727527276

Associated MaterialsMix and Match Blocks 8.40

59.40See Through Games27277 Fold-Out Books 10.5027278 You Tell Me Books 18.9027279 Add a Picture Boards 14.5527280 Pathfinders 19.2027281 Color Dominoes 6.0627282 Put Together Boards 11.25

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Blank, Marion. Teaching Learning in the Preschool: A Diagnostic Approach.1973.

PurposeThe book describes a specialized teaching program which the author has devel-oped for children who are functioning poorly in preschool. The author's con-cern is with preventing and remediating early school failure.

DescriptionThe focus of this program is a structured tutorial approach in which preschoolchildren are individually tutored in short daily lessons. The program is basedon three sequential steps: I) the analysis of the child's functioning; 2) the edu-cational objectives derived from the analysis; and 3) the contents and methodsnecessary to attain these objectives. The author states that while these areessential stages in any educational program, most school programs focus onStep 3. She, however, feels that specialized programs must begin by assess-ing the child's level of functioning and proceed from there.

The book consists of two parts. Part 1, the "Enhancement of the Teacher-ChildInterchange," includes the following chapters:

Chapter 1: "Formulating the Problem"Chapter 2: "The Language of Dialogue"Chapter 3: "The Tutorial Interchange"Chapter 4: "The Wrong Response"Chapter 5: "Cognition in Contest"Chapter 6: "Concepts by Principle"Chapter 7: "The Permutations of a Lesson"Chapter 8: "An Anatomy of the Teacher-Child Interchange"

Part II, "The Delineation of the Tutorial Techniques," expands on the detailsof the tutorial program for people who are interested in implementing the author'sideas. The chapters in Part II include:

Chapter 9: "Posing of the Problem"Chapter 10: "The Problem in its Setting"Chapter 11: "Teacher-Child Interactions Codified"

VendorCharles E. Merrill Publishing Company1300 Alum Creek DriveColumbus, Ohio 43216Catalog number 8971$5.95

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Dunn, Lloyd; Smith, James 0.; and Horton, Kathryn. PEABODY LANGUAGEDEVELOPMENT PROGRAM: LEVEL P. 1968.

PurposeThis program is designed to help children develop skills in perception, con-ceptualization, and expansion of language through an activity approach.LEVEL P uses a large number of materials and makes extensive use of the tac-tile and visual modes of stimulation. The program begins with "labeling lan-guage," then moves to an emphasis on the syntactical and grammatical struc-ture of language, and finally to the stimulation of logical thinking. LEVEL Pcan be used with disadvantaged kindergarten children, school age trainableretardates, lower primary educable mentally retarded children, and normalthree and four year old pre-kindergarten children.

DescriptionThe materials included in this program are listed below.

Teacher's Manual includes 180 daily lesson plans that have explicitdirections for presenting the various activities.

Over 400 full color Stimulus Cards (7 x 9 inch) provide visual stimulationand are effective in vocabulary building and associative thinking.

Twenty Family and Home Cards (9 x 101 inch) show family life and homesurroundings.

Six full color Story Posters (28 x 43 inch) encourage labeling and classi-fying abilities.

Recordings (33 1/3 rpm) strengthen important language concepts.

240 Plastic Color Chips (8 colors, 30 each) interlock for chaining to aidin the development of motor skills.

P. Mooney Bag is a large bag that can be used to conceal prizes, cards,etc.

P. Mooney Stick is a magic wand that can be used to stimulate creativityand imagination of the younger children.

Twenty-one plastic Fruits and Vegetables in life-sized form can be usedto teach the names of various fruits and vegetables and to show the con-cepts of same and different and relative sizes.

The Xylophone and the color-coded and number-coded music cards forthe xylophone help the child develop auditory and listening skills.

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Boy and Girl Mannequins are twenty-two inches tall and have magnets onthe back for placement on any metal surface. There is a wide variety ofcolored vinyl clothing that provides the opportunity to teach children theappropriate clothing for certain weather conditions or activities.

The Disassembled Mannequin is twenty-four inches tall and is made up ofthirteen major body parts. It is equipped with magnets so that it can beassembled on any metal surface. Activities such as identifying missingor inappropriately placed body parts are included.

Three Puppets (P. Mooney, Elbert the Elephant, and Gaslers Goose) arealso included.

VendorAmerican Guidance Service, Inc.Publisher's BuildingCircle Pines, Minnesota 55014Catalog number 7301$175.00

Engelmann, Siegfried; Osborn, Jean; and Engelmann, Therese. DISTAR LAN-GUAGE I. 1967.

PurposeThis program is designed to teach children the language of instruction byteaching basic language concepts. It is intended to be used wiih small groupsof children.

DescriptionDISTAR LANGUAGE i uses a structured approach to developing language skillsto ensure that the child is able both to understand and to use the language con-cepts that are taught. The Teacher Presentation books, which should be fol-lowed precisely, indicate which skills to teach, methods for teaching thoseskills, the steps used to present a task, which responses are correct, methodsfor correcting the incorrect responses, and procedures for assessing progress.There are also special "Take-Home Pages" to reward the children for workingand to show the parents what their child is learning. The texts include thefollowing:

Book A in which the child learns to use Identity Statements, Polars, Pre-positions, Pronouns, Multiple Attributes, Comparatives-Superlatives,Locations, Same-Different, and Only.

Book B in which the child learns Action Statements, Categories, Plurals,Why, Verbs of the Senses, Verb Tense, If-Then, and Before-After.

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Book C which contains Parts, Or, All, One, Some-All-None.

The Story Book which contains stories.

The Take Home Book which contains "Take Home Pages."

The Color Book which contains lessons on color, patterns, and shapes.

The storage kit contains spiral-bound presentation books, acetate page pro-tectors, group progress indicators, a story book, and a detailed teacher'sguide.

VendorScience Research Associates, Inc.259 East Erie StreetChicago,-Illinois 60611Catalog number 7-7700$216.00

Gray, Burl and Ryan, Bruce. A Language Program for the Nonlanguage Child.1974.

PurposeThis book, which was written for students, teachers (clinicians), and re-searchers, presents a behavioral interpretation of language, a resultantteaching strategy, and data from eight years of experience with the methodpresented.

DescriptionThis program moves the child from simple to complex tasks and from singleword responses to complex sentences. It is designed to develop the child'ssocial language through acquisition of a mini-language by which he can gen-erate new and complete sentences. The approach described in this text isincorporated in the curriculum PROGRAMMED CONDITIONING FOR LANGUAGE(Gray and Ryan) which is available only to people trained and certified in itsuse. For more information write to Burl Gray and Bruce Ryan; MontereyLearning System; 99 Robles; Monterey, CA 93940.

VendorRese'arch Pr=ess2612 North Mattis AvenueChampaign, Illinois 61820$5.95

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Karnes, Merle. GOAL: LANGUAGE DEVELOPMENT. 1972.

PurposeThe GOAL program was developed to promote in young children language pro-cessing skills which are necessary in learning to read. The GOAL programutilizes the ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITY as the instruc-tional base for prescribing activities., GOAL can bp used diagnostically andas the basis for a comprehensive program.

DescriptionThe program consists of 337 game-oriented activities, a teacher's guide, andthe following supportive instructional materials: Picture Card Games, Situa-tion Pictures, Templates and Posters, Puzzles, Patterns and Pieces, Spin andFind Games, and Scenes Around Us Murals. The model lesson plan cards areorganized into six parts: 1) language processing; 2) lesson objective; 3) mater-ials; 4) procedure; 5)criterion activity; and in some 6) reinforcement activities.Each lesson plan is printed on an 8 x 9 inch card which is color-coded to indi-cate the processing area. Lessons are designed to be used with small groupsor individual children.

Skills taught by the program are listed below.1. auditory reception2. visual reception3.. auditory association4. visual association5. verbal expression6. manual expression7. auditory sequential memory8. visual sequential memory9. grammatic closure10. auditory closure11. visual closure

VendorMilton Bradley Company443 Shaker RoadEast Long Meadow, Massachusetts 01028Catalog number. 7575$100.00

Kent, Louise R. Language Acquisition Program for the Severely Retarded. 1974.

PurposeThe purpose of the Language Acquisition Program is to teach a language sys-tem to severely retarded children. It was designed for oral administration

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with hearing, sighted, severely retarded children and has also been usedwith children who have other handicaps such as visual and hearing impair-ments, emotional disturbance, autism, and brain damage.

DescriptionThe Language Acquisition Program includes three sections on skillS: pre-verbal, verbal-receptive, and verbal-expressive. Each section is further sub-divided into phases and tasks. The pre-verbal section is concerned with thechild's acquisition of skills prerequisite to language development, includingattending behaviors (sitting still, looking at objects) and motor imitation (point-ing, tapping). The verbal phases involve the acquisition of receptive andexpressive language skills. The verbal-receptive phase begins when thechild meets the criterion for motor imitation. The first part of verbal recep-tion, which is the basic receptive phase, teaches limited receptive vocabularyto which the child responds by pointing to named objects. Having completedthe basic receptive phase, the training then progresses to the vocal imitationpart of the expressive language. The training continues to alternate betweenreceptive and expressive language skills.

Instruction is usually given orally. Manual instruction can be used whenneeded. For instance, the book includes a chapter on how to adapt the Lan-g_uage Acquisition Program for use with deaf or hard of hearing children.

The program uses teaching procedures based on reinforcement theory, andspecific instructions are given on the manner of presentation. Each presenta-tion should elicit successfully more accurate responses. Throughout the pro-cess, the teacher uses tangible tokens and/or social reinforcement to shapethe child's responses. Lessons are usually conducted in one-to-one sessions.During the course of the training sessions, assessment procedures are usedto determine the child's progress. Data are recorded on the child's perfor-mance in each session.

Prior to the training session, the child's entry skills are determined by aninitial inventory. The actual training session consists of a test of previouslylearned skills and a teaching segment in which new behaviors are introduced.When a child finishes a stage, the teacher administers a final inventory and aretention check to determine if criterion has been reached.

VendorResearch Press2612 North Mattis AvenueChampaign, Illinois 61820Catalog number 1212$5.95

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Lee, Laura L. Developmental Sentence Analysis. 1974.

PurposeDevelopmental Sentence Analysis is a manual for the assessment of grammaticalstructure in the spontaneous speech of children. The book presents a proce-dure for estimating a child's level of language development and provides guide-lines for planning interventions. The author draws on psycholinguistic findingsand applies them for use by clinicians working with children who have languageproblems.

DescriptionDevelopmental Sentence Analysis describes a method for evaluating a child'suse of standard English grammar by studying a taped sample of the child'sspontaneous speech with an adult. Dr. Lee states that since DevelopmentalSentence Analysis uses standard English grammar as its base, it is not anappropriate assessment tool for children who are bilingual or who speak non-standard dialects of English. However, the authors of this bibliography feelthat if the procedure is used not to judge or label children but to objectivelyascertain where the child is functioning in the use of standard English, thenit should prove to be a useful and systematic tool for teaching children stan-dard English structures.

Developmental Sentence Analysis begins with a discussion of background in-formation on grammatical structure. The rest of the book then gives a detaileddescription of the assessment method. The chapters included in the book are:

"Taking a Language Sample in a Clinical Setting""Developmental Sentence Types: The Classification of pie- Sentence

Utterances""Developmental Sentence Scoring""Developmental Sentence Analysis""Comparison of Developmental Sentence Analysis with Brown's Develop-

mental. Stages'"Statistical Information of nevelopmental Sentence Analysis"

VendorNorthwestern University Press1735 Benson AvenueEvanston, Illinois 60201Catalog number 04415$13.50

Lee, Laura L. Interactive Language Development Teaching. 1975.

PurposeThis book describes a clinical procedure for presenting grammatical structureto children with language-learning problems. The procedure is based On the

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developmental model of grammar which is described in Developmental SentenceAnalysis, a companion volume by Laura Lee. Developmental Sentence Analysisis an assessment technique; and Interactive Language Development Teachingdescribes intervention methodologies.

Description JThe procedure outlined in this book has been used with groups of preschoolchildren, three to six years of age, who had an expressive vocabulary ofthirty to forty words and occasionally used word combinations but whosesentence structure and syntactic skills were far below age level. Childrenreceived language training during one-hour clinical sessions four times aweek for at least a year. The sessions were designed to avoid the extremesof unstructured language stimulation on the one hand or highly structuredimitative drill on the other. The author's methodology utilizes natural adult-child interaction to teach a controlled developmental sequence of language.Most of the book consists of sample language development lessons. Eachlesson includes a short narrative by the teacher and target responses for thechild. The lesson plans include concepts to be taught, vocabulary, languagestructures, and materials.

The book includes three major sections:

Section I: "Interactive Language Development Teaching"Section II: "Language Development Lessons"Section III: "Use of Interactive Language Development Teaching with

Twenty-five Clinical Children"

VendorNorthwestern University Press1735 Benson AvenueEvanston, Illinois 60201Catalog number 04512$15.00

Muma, John: "Language Intervention: Ten Techniques." Language, Speech, andHearing in Schools, Volume 2 (1971) . Reprinted in 1971 by American Speechand Hearing Association.

PurposeIn the introduction to this eleven page pamphlet the author states: "The pur-pose of this paper is to preseht ten techniques that could be differentially em-ployed in a language intervention program. Selective use of these techniquesshould not only lead to greater effectiveness but also to increased efficiencyin language intervention."

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VendorAmerican Speech and Hearing Association (ASHA)9030 Old Georgetown Road, NWWashington, DC 20014Single copies: free. For multiple copies at a cost of $58.00 per 100, write toInterstate Printers, Inc.; Reprint Department; 1927 North Jackson; Danville,Illinois 61832.

Novakovich, Harriet and Zoslow, Sylvia. Target on Language. 1974.

PurposeTarget on Language is a manual of 700 activities which the authors state canbe used to develop language and cognitive skills in preschool children andchildren who are culturally deprived, mentally retarded, hearing impaired,or learning disabled. It should be noted that the manual is not a curriculumguide. Its purpose is to provide guidelines for a teaching style which inte-grates_ language with ongoing curriculum activities.

DescriptionThe theoretical base of Target on Language is the ILLINOIS TEST OF PSYCHO-LINGUISTIC ABILITIES (ITPA) . Target on Language is divided into two sec-tions: one on curriculum and one on psycholinguistics. The curriculum sec-tion has sixteen units covering such topics as food, color, shapes, etc. Ineach unit activities are described and coded as to which sub-area of the ITPAthey correspond. The psycholinguistics area is designed to work specificallyon skills needed to understand, organize, and express information. This areais broken into the twelve component skills of the ITPA such as: auditory recep-tion, auditory association, verbal expression, and grammatical closure.

The curriculum and psycholinguistic sections are intended to be used together,and each page in one section is cross referenced to the corresponding page inthe other. For example, an activity in the curriculum unit on a category suchas "Animals" would also appear in the psycholinguistic section unde,r4he spe-cific ITPA process it remediates,such as auditory association or visual recep-tion.

VendorChrist Church Child Center8011 Old Georgetown RoadBethesda, Maryland 20014$15.00

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Pushaw, David; Collins, Norman; Czuchna, Gordon; Gill, Gary; O'Betts, Gloria;and Stahl, Michael. TEACH YOUR CHILD TO TALK. 1969. ..,

jf

PurposeThe TEACH YOUR CHILD TO TALK materials are designed to be used in a ser-ies of workshops for parents of preschool children. The authors hope thatthrough the use of this program many minor speech disorders in school agechildren can be eliminated and that children will enter school better prepared.

DescriptionParents involved in the program attend three, two-hour workshops in whichthey can gain a better understanding of how to help their children learn totalk. In the workshops, parents in groups of twelve learn normal develop-mental language patterns, techniques for assessing their children's progress,and activities which can aid growth and development. The atmosphere is in-formal, and parents are encouraged to ask questions and share comments asthe material is being discussed.

The materials included in the kit are: slides, tape recordings, a 16mm filmentitled Teach Me to Talk, fifteen parent handbooks, and a workshop manualwhich contains specific procedures for running the three workshops and alist of questions that parents commonly ask.

VendorCEBCO/Standard Publishing Company104 Fifth AvenueNew York, New York 10011Catalog number 986$275.00 (complete kit)

Spruegel, Catherine; Nance, Iva; and Karnes, Merle. EARLY CHILDHOOD ENRICH-MENT SERIES: LEARNING TO DEVELOP LANGUAGE SKILLS. 1970.

PurposeThis unit, which emphasizes labeling skills, associative quantities, and cate-gories, provides enrichment activities to help the child develop languageskills and improve his or her verbal expression. Attention is also focusedon divergent as well as convergent responses, and special emphasis is givento the development of sequential, associative, and expressive language skills.

DescriptionThis program contains twelve different components relating to the developmentof language skills. These components are:

The Teacher's Guide, which contains over eighty lesson plans for thetwelve components.

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The Family, in which the child learns to label verbally the family members,and is exposed to a variety of family structures. The child verbally inter-prets visual clues.

Farm Animals, in which the child verbally labels the animals, talks abouttheir characteristics, associates the animals with theft young and theirproducts (cow: milk, etc.) , and mimics the animal sounds.

Come Walk With Me playbook, which reinforces the concept of what is ona farm and develops the child's ability to recall a sequence of events. Italso increases the child's vocabulary and develops his or her skills invisual association.

Story Kit, in which the child strengthens skills in sequential memory anddevelops skills in identifying story characters, recalling dialogue, andcategorizing characters and objects by size.

Domestic Animals and Pets, which trains the child to label verbally ani-mals and pets, identify similarities and differences among animals, andperceive cause and effect relationships.

Wild Animals, which encourages the development of skills such as labeling,distinguishing characteristics, classifying families, and associating pic-tures with words.

Animal Lotto Game, which increases the child's vocabulary, improveslistening skills, and sharpens skills in interpreting "isual materials.

Animal Homes, which strengthens the child's skills of association andfollowing directions.

People and Jobs, which focuses on the association of community workerswith the equipment they use.

Community Workers and Helpers, which focuses on the association of com-munity workers and helpers with the services they perform and aids thedevelopment of visual and auditory memory.

Seasons, which increases the child's vocabulary and observational skillsand his or her ability to use visual clues to make inferences, associate theouter clothing and weather with the seasons of the year, and see cause andeffect relationships.

Co.or Match-ups, which emphasizes the skills of labeling, eye-hand coor-dination, and classification.

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VendorMilton Bradley Company443 Shaker RoadEast Long Meadow, Massachusetts 01028Catalog number 7910$37.50

Tawney, James W. and Hipsher, Lee Wright. Systematic Language Instruction,Part II of SYSTEMATIC INSTRUCTION FOR RETARDED CHILDREN: THE ILLI-NOIS PROGRAM. 1972.

PurposeThe purpose of this curriculum is to increase the level of language functioningin retarded children.

DescriptionThis language curriculum has two basic components: one on content and theother on procedures for teaching the content. The content section consists ofvocabulary at a basic level. The procedure section emphasizes the use of groupinstruction, reinforcement techniques, and specific learning principles to in-crease the child's acquisition of labels and general language usage.

There are several features of this program which distinguish it from a largenumber of other language programs. Controlled language statements such as"Touch a are structured so that as the child's language proficiencyincreases, he or she is introduced to higher level questions, e.g. "-Is this a

?" A controlled learning environment is advocated as is immediatepositive reinforcement. The lessons within this curriculum are carefully ana-lyzed by task, with the teaching procedure, reinforcement procedure, andcorrection procedure outlined in detail. The children are pretested to deter-mine whether or not they are candidates for instruction in any given lesson.Those children who do not pass the pretest are given instruction and then pre-tested again to determine whether or not they have learned the lesson and areable to advance to the next level. Prerequisite skills for each item are specific,and teachers do not teach a given lesson unless the child has learned the pre-requisite skills identified.

This curriculum is highly structured, and the authors consider it essentialthat the teachers follow the lesson plans very closely until the entire teachingprocedure has become programmed into their teaching habits. The authorsfeel that although this procedure does not allow for creativeness on the partof the teacher, it does increase observable learning and increases behavioralcontrol in the classroom.

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VendorInterstate Printers, Inc.1927 North JacksonDanville, Illinois 61832Catalog number 1558$3.95

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Anderson, Judith; Lang, Carole; and Scott, Virginia. FOCUS ON SELF DEVELOP-MENT: STAGE ONE AWARENESS. 1970.

PurposeFOCUS ON SELF DEVELOPMENT is a developmental program which leads thechild to an understanding of self, of others, and of the environment and itseffect upon people. It is designed for use in kindergarten through secondgrade and can be adapted for use in preschool.

DescriptionThe program consists of twenty units, each of which focuses on a specific as-pect of the student's self development. Included in this program are five, colorfilmstrips and accompanying records; four story/activity records; twentylarge photoboards picturing situations to stimulate discussion; a teacher'sguide with comprehensive unit plans; and a pupil activity book in which achild creates (writes, draws, pastes, etc.) his or her own answer to topicheadings such as "I want to be alone when . . . ," or "I like . . . ." Pupilactivities included in the program are group discussion, role playing, games,and individual and group projects. The program can be used with one childor with many. Most of the activities require normal language skills (includinga minimum of reading skills) and can be used with materials in other subjectareas. The program also provides a counselor's handbook to help principalsand guidance counselors implement the program and plan in-service trainingsessions.

VendorScience Research Associates, Inc.259 East Erie StreetChicago, Illinois 60611Catalog numbers: 5-3500 Complete Kit with records (list price) $158.70

(school price) 119.005-3580 Complete Kit with cassettes (list price) 177.35

(school price) 133.00

Developmental Learning Materials. BIG BOX: BODY AND SELF-AWARENESS.1974.

PurposeThe BIG BOX is designed to help the young child develop an awareness ofhis or her own body, discover how it relates to space, and learn how to re-late to other living things that are encountered daily.

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DescriptionThe BODY AND SE" f`..VARENESS BOX consists of the following:

Catalog number Product246 Large Body Puzzle (White Boy)275 Large Body Puzzle (Black Girl)188 Multi-Ethnic Children Puzzles154 Body Concept Spirit Masters I (front)187 Body Concept Spirit Masters II (side and back)209 Body Concept Template319 Action Symbols225 The Many Faces of Children Posters

99 Eight Puzzle Trays125 Spatial Relation Picture Cards229 Bean Bags (set of 10)

Also included in this curriculum is a file box of approximately 180 activitycards which are broken into two categories: body awareness and self aware-ness.

VendorDevelopmental Learning Materials7440 Natchez AvenueNiles, Illinois 60648Catalog number 347 (complete set)$42.00

Dinkmeyer, Don. DEVELOPING UNDERSTANDING OF SELF AND OTHERS (DUSO) .

1972.

PurposeDUSO is a program of activities and materials that are designed to stimulatethe social and emotional development of normal five to nine year olds. TheDUSO activities make extensive use of a listening, inquiry, and discussionapproach to learning.

DescriptionThe activities have been designed to achieve three baic goals: I) to helpthe child learn more words to express feelings; 2) to help the child learn thatfeelings, goals, and behaviors are dynamically related; and 3) to help thechild learn to talk more freely about feelings, goals, and behaviors.

The program is organized into eight major units: 1) "Understanding and Accept-ing Self'," 2) "Feelings," 3) "Understanding Others," 4) "Independence," 5) "Goalsand Purposeful Behavior," 6) "Mastery," 7) "Emotional Maturity," and 8) "Choicesand Consequences."

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The activities and materials in this program are interesting, colorful, andmotivating. The program can be used by a regular classroom teacher whohas no guidance training or by an elementary school guidance counselor.Each activity is part of a coordinated segment of the program, and the teachermay follow the steps exactly as set up (weekly cycle covering one topic) ormay introduce his or her own variations and adaptations. The theme segmentsmay also be presented out of sequence by focusing on particular situationswhich may arise in class.

The DUSO program includes the following materials: two character puppets(Ouso the Dolphin and Flopsie the FiounJer); six hand puppets representingfamily members; puppet props; puppe1 activity cards and role playing cardswith suggestions for dramatization; two storybooks which are uniquely de-signed so that the teacher may hold the book in her lap to read while the chil-dren are able to look at the pictures; large posters that emphasize the mainpoint of the stories; and a teacher's manual. The kit is packed in a sturdy,and heavy, suitcase.

VendorAmerican Guidance Service, Inc.Publisher's BuildingCircle Pines, Minnesota 55014Catalog numbers: 5280 Complete Kit DUSO D-IR

(with 21 records)5281 Complete Kit DUSO D-IC

(with 5 cassettes)

$106.00

106.00

Goldstein, Herbert. THE SOCIAL LEARNING CURRICULUM. 1974.

PurposeThis program is designed to help teach social skills to students in kindergar-tens and primary schools. It helps children with special needs perceive them-selves as individuals and teaches them how to respond to their environment.The goal of THE CURRICULUM is to help children develop acceptable, adap-tive behaviors.

DescriptionThis curriculum is divided into ten sections called phases. For each phase,there is a booklet which gives the objectives for that phase, the rationale,references for professional use, and references for student use, includinginformation on books, records, films, and filmstrips. The booklets also in-clude numbered lessons which provide the teacher with information on thephase objective, lists of required materials, methods of preparing to teachthe lesson, strategies for teaching, and suggestions for additional activities.

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The ten phases of this curriculum are listed below.

Phase 1: Perceiving IndividualityPhase 2: Recognizing the EnvironmentPhase 3: Recognizing InterdependencePhase 4: Recognizing the BodyPhase 5: Recognizing and Reacting to EmotionsPhase 6: Recognizing What the Senses DoPhase 7: Communicating with OthersPhase 8: Getting Along with OthersPhase 9: Identifying HelpersPhase 10: Maintaining Body Functions

Other components of the curriculum include:

Ten Spirit Duplicating BooksStimulus PicturesScope and Sequence ChartTeacher's GuideThree books of supplementary activities in science, physical education,

and mathematics

VendorCharles E. Merrill Publishing Company1300 Alum Creek RoadColumbus, Ohio 43216Catalog number 1550$195.00

Linford, Maxine; Hipsher, Lee; and Silikovitz, Ronald. Self-Help Instruction,Part III of SYSTEMATIC INSTRUCTION FOR RETARDED CHILDREN: THE ILLI-NOIS PROGRAM. 1972 (Experimental Edition).

PurposeThis material is designed to be used by teachers working with preschool chil-dren, especially children with Down's Syndrome.

DescriptionThis curriculum consists of four sections:

1. The Dressing Program2. The Dining Program3. The Toilet Training program4. The Grooming Program

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The principlas of behavioral analysis and management, task analysis, anderrorless learning are used to teach the child to perform independently avariety of self-help skills. The lesson plans are programmed to maximizethe child's success at each step. Detailed directions are given in the testto explain exactly what the parent or child care worker should say and do ininstructing the child. Each lesson plan provides the following information:lesson objectives; required materials; settings; teaching procedures (pretest,demonstration stage, task request stage, terminal behavior, post-test); notes;and generalizations.

VendorInterstate Printers, Inc.1927 North JacksonDanville, Illinois 61832Catalog numb-er 1559$2 . 95

Schaeffer, Florence. PROJECT "ME." 1972.

PurposeThe Dubnoff School for Educational Therapy established PROJECT "ME" todevelop and demonstrate the use of audio-visual, instructional materials inthe training of the handicapped child. Through the use of media, PROJECT"ME" actively involves the child in the learning process.

DescriptionFilmstrip pictures are projected onto a floor-based screen from the rear of theroom, thereby creating a total environment into which the child projects him-self and with which he interacts. The child leaves his seat to touch and inter-act with the images, with other children, and with the teacher. Programmedresponse pictures offer the child immediate reward and reinforcement.

PROJECT "ME" consists of three parts.

BODY IMAGE I includes ten color filmstrips with cassettes and a Teacher'sManual. This series of filmstrips helps the child learn to name the partsof the body, recognize missing parts, and develop an awareness of bodyfunctions and an understanding of the many capabilities of the body.

BODY IMAGE II includes five filmstrips and cassettes and a Teacher'sManual. This set of materials is designed to help the child learn to iden-tify the more difficult parts of the body.

HOW ARE YOU FEELING TODAY? includes six filmstrips with cassettesand a Teacher's Manual. This affective program emphasizes four basic

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emotions: happiness, sadness, anger, and fear. Emphasis is placed onrecognition of emotions from facial and body movement cues. Childrenare encouraged to disucss their own feelings and emotions.

The Teacher's Manual for each unit contains behavioral objectives, teachingsuggestions, vocabulary, related activities, and a preview script for eachfilmstrip.

VendorBowmar622 Rodier DriveGlendale, California 91201Catalog numbers: 764 LEARNING WALL

848 BODY IMAGE I996 BODY IMAGE II997 HOW ARE YOU FEELING TODAY?

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$125.00114.00

66. 5079.80

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Badger, Earladeen with Edufax, Inc. INFANT/TODDLER LEARNING PROGRAM.1971.

PurposeThe INFANT/TODDLER LEARNING PROGRAM, a two-part sequential learningprogram for infants and toddlers, was developed for use by mothers in thehome as well as teachers in child care programs. The materials included inthis program provide experiences in sensory-motor development as well asin perception, language, and cognition.

DescriptionThe INFANT/TODDLER LEARNING PROGRAM is organized into twenty units,each of which represents a child's level of development from one month tothree years. The toys and learning materials are arranged and packaged sothat they can be easily identified by developmental level. Ten developmentallevels are represented in the activities of the INFANT LEARNING PROGRAMand ten in those of the TODDLER LEARNING PROGRAM.

A teacher's guide provides step by step instructions for presenting each ofthe program materials and gives suggestions for enrichment experiences. Atthe end of each activity there is a progress indicator to evaluate the child'smastery of the activity.

VendorThe Instructo CorporationNorth Cedar Hollow RoadPaoli, Pennsylvania 19301$100.00 for each partAt the time of printing this material was available only as an experimentaledition for evaluative purposes. Write to the vendor for further information.

Gordon, Ira. Baby Learning through Baby Play: A Parent's (-wide for the FirstTwo Years. 1970.

PurposeThis book contains suggestions for parent activities to stimulate the intellectualand social development of the child during the first two years of life. Activi-ties are designed to help the child develop basic skills, to foster his or herenjoyment of learning, and to improve skills in exploring his or her environ-ment.

DescriptionThe interaction between parent and-child is stressed throughout the book.Games and activities are included under the following headings: "Games forthe Early Months," "Games for the Sitting and Lap Baby," "Games for theCreeper-Crawler," "Activities for the Stanger and Toddler," and "Activitiesfor the Older Toddler."

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VendorSt. Martin's Press175 Fifth , venueNew York. New York 10010$3.95 (paperback)$6.95 (cloth)

Honig, Alice and Lally, Ronald. Infant Caregiving: A Design for Training. 1972.

PurposeThis manual provides a clear and concise description of the content andapproach used to train infant caregivers at the Children's Center, SyratuseUniversity.

DescriptionThe various chapters in this looseleaf notebook focus on personality develop-ment, the care of an infant, nutrition, language development, large muscleskills, sense experiences, furnishing, and Piagetian principles. Concreteactivities for working with the infants are given, and photographs are usedto illustrate many of the concepts and skills.

VendorMedia Projects, Inc.201 East 16th StreetNew York, New York 10003$10.95

Painter, Genevieve. Teach Your Baby. 1971.

PurposeThis book presents a complete, tested program of simple daily activities forparents to use with their children (from infancy to thirty-six months) to en-hance sensory perception, cognition, language, gross and fine motor skills,and self awareness.

DescriptionThe first three chapters provide parents with information on patterns of devel-opment and an overview of the importance of the interaction between parentsand infants. The remainder of the book is devoted to planned activities withsample daily programs. Some illustrations are used to provide a clearerdescription of the activities.

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VendorSimon and SchusterRockefeller Center630 Fifth AvenueNew York, New York 10020Catalog number 20860$6.95

Tronick, Edward and Marks, Patricia. Infant Curriculum: The Bromley HeathGuide to the Care of Infants. 1973.

PurposeThis curriculum guide was developed as a means of sharing the experiencesof the staff members at the Bromley Heath Center in Boston. It is intended toassist and provide useful information to other adults caring for infants ingroup settings.

DescriptionThis guide includes chapters on social and cognitive development, decisionmaking, planning for individual differences, ..:orking with parents, materials,and sequences of behavioral development. The manual is designed for usewith children between two months and three years of age.

VendorMedia Projects, Inc.201 East 16th StreetNew York, New York 10003$10.95

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CEMREL, Inc. LANGUAGE AND THINKING PROGRAM. 1973.

PurposeThe LANGUAGE AND THINKING PROGRAM is designed to help children, fromthree to seven years of age, develop language and cognitive skills. It-empha-sizes visual and auditory discrimination, vocabulary, and basic reasoningskills.

DescriptionThe LANGUAGE AND THINKING PROGRAM consists of ten packages ofmulti-media material. Each package includes cassettes, transparencies, picturecards, games, and manipulatives. The packages are described below.

1. Colors

2. Shapes

3. Sizes

Packages 1, 2, and 3 present discrimination, identifi-cation, comparison, and combinational activities.

4. Directions presents left-right discrimination and the vocabulary oflocation.

5. Blends combines activities in packages one through four and is a pre-paration for the next levels.

6. Action provides pantomime and role playing activities to .;:cach verbforms and pronouns.

7. Functions focuses on sensory discrimination, identification, and classi-fication relating to common objects.

8. Classification integrates the various ways to order and classify thingsin the environment.

9. Relevant Learning Experiences provides enrichment activities to com-bine skills learned in previous packages.

10. Let's Start is an introductory unit to teach common nouns and languageused in later instructional packages.

The program also includes a teacher's guide for each package. The guidesoffer suggested lessons which include: instructional objectives, activitylists, and a list of required materials. The guides also contain a record keep-ing chart, on which to record each child's progress, and criterion referencedmastery tests, which may be used following the completion of each package,The tests are designed to measure the child's achievement of instructional ob-jectives in areas covered by each package.

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VendorFollett Publishing Company1010 West Washington BoulevardCh icago, Illinois 60607Catalog numbers: 3915 Colors $42.99

3920 Shapes 66.123925 Sizes 29.763930 Directions 56.223935 B lends 26.463940 Action 26.463945 Functions 72.753950 Classification 39.693955 Relevant Learning 26.46

Experiences

Drost, Jean H.; Elby, Carol; Kaup, Rachael; and Lader, Estelle. THE THRES-HOLD EARLY LEARNING LIBRARY. 1973.

PurposeThe three manuals in the EARLY LEARNING LIBRARY are intended to be a com-prehensive curriculum guide and were developed to help teachers make themost of materials that are traditionally found in preschool classrooms.

DescriptionTHE THRESHOLD EARLY LEARNING LIBRARY explains how to use the follow-ing materials in planning educational experiences for young children: unitblocks, finger paints, cars, boats, and housekeeping furniture. The acti-vities are designed to foster the development of cognitive skills in perception,organization, mathematics, science, language, and social concepts. The con-tents of the three volumes are outlined below.

Volume Perceptual and Organizing Skills. The section on perceptualskills provides thirty-four activities in color relationships, twenty-fiveactivities in shape relationships, twenty-four activities in spatial rela-tionships, thirteen activities in size relationships, and eighteen activitiesin sound perception. The section on organizing skills includes thirty-four activities in classification, twenty-four activities in sequencing, andsixteen activities in seriation.

Volume II: Mathematical Skills and Scientific Inquiry. The math skillssection contains twenty-eight activities in initial experiences with math,forty-one activities in expanding math concepts, and thirty-six activitiesin improving measurement skills. The section on scientific inquiry con-sists of thirty-six activities in physical environment and thirty-threeactivities in life science.

%0

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Volume III: Developing Language Competence and Social Concepts. Thesection on developing language skills includes "Receptive Language:Comprehension" which presents twenty-seven activities for developinginitial receptive language skills and eighteen activities in expanding re-ceptive language skills. Also included in the language section is "Pro-ductive Language: Communication" which presents eighteen activitiesin initial experiences with productive language and fifteen activities inexpanding productive language concepts. The section on social conceptsconsists of twenty-three activities on the individual, fourteen activitieson the family, seventeen activities on the school group, twenty-one acti-vities on the local community, and ten activities on the world communityand cultural participation.

VendorThe MacMillan CompanySchool DivisionFront & Brown StreetRiverside, New Jersey 08075Catalog numbers: 95811 Volume I

95812 Volume II95813 Volume Ill

$7.957.957.95

Gray, Susan; Klaus, Rupert; Miller, James; and Forrester, Bettye. Edited byKenneth D. Wann. Before First Grade. 1966.

PurposeBefore First Grade is a paperback book which the authors describe as a pro-gram for intervention with culturally disadvantaged five and six year old chil-dren who are enrolled in preschool. It is written as a handbook for peopleinterested in developing similar programs.

DescriptionThe following is an overview of the chapters in this text.

"Attitude Development" explains how to develop in children the attitudesthat would be conducive to active participation in the learning process ina classroom setting. Particularly emphasized are motivation, persistence,and the ability to delay gratification.

"Aptitudes Related to Achievement" focuses on perception, concept devel-opment, and language as major aptitude variables related to achievement.These variables are interrelated, particularly in the methods used to im-prove the child's ability to perceive his environment more clearly, tobroaden his range of concepts and his facility in ordering his world, andto develop his language comprehension and usage to a more effective level.

71

"Activities Designed to Implement the Program" attempts to sh6W whyparticular activities were selected and how they were carried out in re- --lation to the attitude and aptitude variables previously discussed.

"Schedule and Lesson Plans" includes a daily schedule, a weekly lessonplan, and several daily lesson plans with evaluation sheets prepared byteachers.

"Work with Parents" explains the three goals of weekly contact with theparents: 1)to provide a bridge for the child between summer school ex-periences from one year to the next;. 2) to provide the parent with moreinformation on the requirements for school and occupational success; and3) to promote in the parent greater feelings of his or her o'iin worth ar dthe worth of the child.

VendorTeachers College Press1234 Amsterdam AvenueColumbia UniversityNew York, New York 10027Catalog number 1464X$3.25

Lillie, David L. Early Childhood: An Individualized Approach to DevelopmentalInstruction. 1975.

PurposeEarly Childhood Education is a text which presents a systematic approach toplanning and implementing individualized instruction for children from twoto five-and-a-half years old. This approach is the Developmental Task Instruc-tional System (D.T .I.S .) , which stresses both content (what to teach) andmethod (how to teach).

DescriptionThe D.T .I.S . is a system which can be used by teachers of any theoreticalor methodological orientation. It involves four major components: assess-ment of the child; establishment of instructional objectives based on thisassessment; selection of curriculum activities; and structuring of the learn-ing situation.

This book stresses increasing children's competency in six areas of develop-ment which have been shown to be closely related to later academic success.The six areas are: gross motor, fine motor, visual perception, reasoning,

80

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expressive language, and receptive language. Titles of chapters in this bookare listed below.

"An Introduction to Early Childhood Curriculum""The Developmental Task Instructional System""Assessing Children""Individualizing Instruction""Developing Motor Skills""Developing Visual Perception Skills""Developing Reasoning Processes""Developing Language Skills""A Developmental Curriculum for Social and Emotional Growth""Adapting the Curriculum for the Developmentally Handicapped""Planning a Parent Program""Organizing an Instructional System"

Each chapter contains a list of learning objectives for the reader, a checklistto help determine if the reader has learned the stated objectives, and a listof suggested activities. The.Appendix contains The Carolina DevelopmentalProfile which is an informal checklist for the assessment of skills in youngchildren.

VendorScience Research Associates, Inc.College Division1540 Page Mill RoadPalo Alto, California 94304Catalog number 13-6020$9.95

Nimnicht, Glen; McAfee, Oralie; and Meier, John. The New Nursery School.1969.

PurposeThe New Nursery School is a text accompanied by six Activity Booklets forplanning and implementing classroom activities to help the child: 1) developa positive self image; 2) develop sensory and perceptual acuity; 3) improvelanguage skills; 4)promote the formation of certain concepts for later learning;and 5)develop the ability to solve problems.

DescriptionThe New Nursery School provides suggestions for classroom and play yardorganization and lists materials which can be used to enhance the child'slearning. A section is also included on classroom management and adminis-tration.

73

82

Each Activity Booklet (I VI) contains instructional activities designed foruse by the preschool teacher in her daily planning and provides lessons fora year's work. Generally, material is organized in order of increasing diffi-culty, with the simplest material in Booklet I and the most complex in BookletVI. Lessons include objectives, a list of necessary equipment, and detailedteaching procedures.

VendorSilver Burdett Company250 James StreetMorristown, New JerseyCatalog numbers:

079609111C009111C07.9111C019111CO29111CO39111C049111C059111C06

Complete Package $13.25Program Book 5.95Activity Booklet I 1.50Activity Booklet II 1.50Activity Booklet III 1.50Activity Booklet IV 1.50Activity, Booklet V 1.50Activity Booklet VI 1.50

Nimnicht, Glen and Brown, Edna. THE TOY LENDING LIBRARY. 1972.

PurposeTHE TOY LENDING LIBRARY is designed to develop a bond between parentand child culminating in a better self image and increased confidence on thepart of the child. The program, which is designed to prepare children forschool, utilizes toys to foster the child's development of language-percep-tion-skills, healthy self concepts, concept formation, and problem solvingability.

DescriptionTHE TOY LENDING LIBRARY. includes eight educational toys and assortedparent training materials. Parents attend an eight week course to learn howto use the toys to enhance their child's development.

The eight basic toys and the skills they develop are listed below.

Sound Cans (tactile discrimination)Color Lotto (problem solving and color matching)Feely Bag (tactile discrimination)Wooden Table Blocks (relational concepts)Bead-O-Graph (visual discrimination and motor coordination)Number Puzzle (numerical concepts and counting)Flannel Board (size and shape concepts)Stacking Squares (problem solving and relational concepts)

'1 4

-Core-

Program components are listed below with their catalog numbers and prices.

L414002 Eight Basic Toys $ 75.00L414003 Eight Loaner Toys 75.00L417001 Sound Cans 12.50L417002 Feely Bag and Shapes 12.50L417003 Color Lotto 12.50L417004 Wooden Table Blocks 12.50L417005 Number Puzzle 12.50L417006 Flannel Board and Shapes 12.50L417007 Bead-O-Graph 12.50L417008 Stacking Squares 12.50L417009 Overview Filmstrip and Cassette 12.50L417018 Set of Eight Filmstrips on the 100.00

Eight Basic ToysL403001 Parent's Guide I 1.25L403002 Parent's Guide II 1.25L403003 Librarian's Manual 2.10L403004 Teacher's Aide Handbook 2.10L403005 Teacher Training Notebook 7.50

VendorSilver Burdett Company250 James StreetMorristown, New Jersey 07960

Resnick, Lauren; Feingold, Renee; and Litwak, Sally. THE EARLY LEARNINGSYSTEM. 1971.

PurposeTHE EARLY LEARNING SYSTEM (E.L.S.) is designed to individualize teachingof basic skills and concepts; to help each child become more responsible; todiagnose, instruct, test, and reteach; and to involve the teacher, child, andparent in the learning process.

DescriptionTHE EARLY LEARNING SYSTEM focuses on 194 basic skills and concepts whichare stated in fifty-one specific objectives. These fifty-one objectives aregrouped into seven modules (units) . Each module is divided into a numberof sequences (lessons) . Each sequence has a clearly stated specific objective.The child takes one sequence or part of a sequence each day. Upon comple-tion of each sequence the child is evaluated to determine if he has mastered thematerial. Within each sequence, within each module, and within the total sys-tem, the skills and concepts are grouped in order of increasing difficulty.

The E.L.S. is a multi-media program which is designed to allow each childto work with the materials individually. The system involves three methodsof teaching: by teacher, by cassette, and by a combination of teacher andcassette. The method of delivery is determined by the nature of the materialpresented (concrete vs. abstract; self-instructed vs. teacher-instructed) .

This system can be used in all kinds of schools; therefore, a choice of man-agement systems is provided. At the end of each instructional sequence, thechild is given a "Take Home Slip," notifying his parents that he has completedthe objective for each sequence. Parent-child follow-up activities are sugges-ted.

E .L.S . Modules:

Module A. Language of Directions: Entry SkillsModule B. Language of Directions: Locational SkillsModule C. Color DiscriminationsModule D. Shape DiscriminationsModule E. Quantifications and Set ConceptsModule F. Classification and LanguageModule G. Sensory Discriminations

Non-Consumable Components:

1. Early Reading Library (forty Early Reading No-Mark Books, fourEarly Reading cassettes, one Bumble the Bee Poster)

2. Early Learning No-Mark Library (four each of twenty-three EarlyLearning Books, four each of the five Early Learning Books)

3. Early Learning Cassette Box (forty-four Early Learning and EarlyPicture Cassettes)

4. Early Learning Masters Envelope (thirty-five Early Learning spiritmasters for student use)

5. Magnetic Shape Set and Shape Cassettes (six poly-bags of forty-sixmagnetic shapes and str!p pieces, twelve shape cards, two cassettes)

6. Children Card Box (six sets of children cards, six children checker-boards)

7. Early Learning Animal Posters (eight 17 x 22 inch pictures)

8. Secret Box ("Dudley's Dog House: ")

9. Start /Stop Box (four electrical switch boxes)

10. The Early Learning System (text)

84

11. The Early Learning System Teacher's Manual

12. Record Book

13. Before Book

14. After Book

15. Early Learning Make-A-Mark Books (six consumable instructionalbooklets)

16. Scratch, Smell, and Tell Sheets (two sheets in an envelope)

VendorEducational Developmental LaboratoriesMcGraw-Hill Book Company1221 Avenue of the AmericasNew York, New York 10020Catalog numbers: 412000 Complete EARLY LEARNING

SYSTEM (30 students)412001 Non-consumables for complete

EARLY LEARNING SYSTEM312029 Consumables for EARLY

LEARNING SYSTEMConsult catalog for prices of individual components.

$770.00

687.50

82.50

Thurstone, Thelma G. THE LEARNING TO THINK SERIES. 1972 (Revised) .

PurposeThis program was designed to train children in the primary mental skills neededfor success in school and to help prepare children to read, write, listen, thinklogically, understand numbers, and speak fluently.

DescriptionBased upon factor analytic research, this readiness program was developedfor large group instruction but can also be used for small group and indivi-dual instruction. Included in this curriculum is a series of four sequencedworkbooks which are color coded to indicate level of difficulty. The Red Booksare the most basic; Blue, Green, and Gold Books become progressively moreadvanced. The lessons in the workbooks are also arranged in order of increas-ing difficulty. Wall charts are available to aid in visually demonstrating thelessons so that each child will understand the task before working indepen-dently, and a teacher's manual is provided for each workbook series.

77

86

The program develops skills in the following areas:

1. Space Thinking: perceptual pursuit, design copying, pattern comple-tion, reversals.

2. Perception: visual discrimination, accuracy, memory, closure.

3. Fine Motor: dot tracing, aiming, path tracing, picture completion.

4. Reasoning: classification, association, part-whole relations:lip,bead patterning, picture grouping, and analogy.

5. Quantitative: size discrimination, meaning of numbers, counting,quantitative vocabulary.

6. Word Fluency: picture naming, word rhyming, discussion of pictures.

7. Verbal Meaning: vocabulary, auditory discrimination, auditory se-quencing, auditory memory, recognition of initial sounds, verbalprecision, verbal judgment, comprehension of sentences.

8. Memory

VendorScience Research Associates, Inc.259 East Erie StreetChicago, Illinois 60611Catalog numbers: 3-6560 3-6563 Red Book 1.58 each (list price)

1.18 each (school price)3-6570 3-6573 Blue Book 1.58 each (list price)

1.18 each (school price)3-6580 3-6583 Green Book 1.58 each (list price)

1.18 each (school price;3-6590 3-6593 Gold Book 1.58 each (list price)

1.18 each (school price)Wall chart for the Red Book 8.52 eachWall chart for the Blue, Green 8.32 each

and Gold Books

Weikart, David; Rogers, Linda; Adcock, Carolyn; and McClelland, Donna. TheCognitively Oriented Curriculum: A Framework for Preschool Teachers. 1971.

PurposeThis book describes a program which is one of the few attempts to directlyadapt Piaget's developmental theory to preschool curricula. It is intendedprimarily for use by teachers and others involved in program implementation.

78

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DescriptionThe Cognitively Oriented Curriculum, which was developed by David Weikartand his associates over a period of years, was originated in the early sixties aspart of the Perry Preschool Project of Ypsilanti, Michigan. The curriculumstrategy emphasizes language usage and is based on techniques of "verbal bom-bardment" which were developed earlier by Weikart and language patterning,which was adopted from the work of Bereiter and Engelmann.

The curriculum has four content areas: 1) classification, 2) seriation, 3) tempor-al relations, and 14)spatial relations. The text also has chapters on curriculumplanning, classroom structure and daily routine, uses of natural and commer-cial materials, language, socio-dramatic play, and home visits. Special featuresinclude an activity guide and descriptions of sample preschool days with com-ments by teachers in the program.

VendorNAEYCPublications Department18314 Connecticut Avenue, NWWashington, DC 20009Catalog number 127$3.50

7987

Appendices

APPENDIX A:REPRINT FROM EPIE REPORT NUMBER 42

The following eight (8) pages contain "Guidelines for Analyzing Kits/Sets of EarlyLearning Materials." This material has been reprinted, with permission, fromEarly Childhood Education': How to Select and Evaluate Materials, EPIE REPORT,

Number 42, March 1972. (Copyright 1972, EPIE Institute.) For information onmembership in and services from EPIE, write: EPIE Institute; 463 West Street;New York, New York 10014.

Early Childhood Education: How to Select and Evaluate Materials, EPIE REPORT,Number 42 contains information intended to help administrators, teachers, andparents plan for and analyze early learning materials and curricula to meet thespecific program and child needs. The entire REPORT provides the reader with anoverview of human development and early childhood education, a procedure forassessing the need for early education services, a survey of early education mater-ials, and a procedure for analyzing materials and kits. EPIE has scheduled forpublication in Summer 1975 EPIE REPORT: Number 68, which will be devoted toearly childhood education materials.

81

Rep

rinte

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erm

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rom

EP

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r 42

, Mar

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972

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Kits

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Mat

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ls

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se G

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ombi

natio

n Sp

ecif

y

VII

I. I

f th

e m

ater

ial i

s no

t sui

tabl

e fo

r ch

ildre

nin

any

of

the

abov

egr

oups

tell

whi

ch a

ndw

hy n

ot:

4. O

bjec

tives

and

rec

omm

ende

d us

es: (

Atta

ch a

ddi-

tiona

lpa

ge,

if n

eces

sary

)a)

Wha

t are

the

mai

n go

als?

b) F

or w

hat d

imen

sion

sof

dev

elop

men

t and

lear

ning

are

the

mat

eria

ls a

ppro

pria

te?

(Dou

ble

chec

k(

V V

) m

ost a

ppro

pria

te d

imen

sion

s;si

ngle

che

ck(

V)

othe

rs to

whi

ch k

it/se

tis

also

app

licab

le).

I. 0

per

cept

ual-

mot

or 0

aud

itory

O v

isua

l 0 m

otor

0 c

ombi

natio

nII

. 0 c

ogni

tion

and

thin

king

0 co

ncep

t for

mat

ion

O p

robl

em s

olvi

ngO

spe

cifi

c ar

eaSp

ecif

y:

III.

0 a

ffec

t 0 s

elf-

conc

ept

0 at

titud

es to

war

ds s

elf

O a

ttitu

des

tow

ards

oth

ers

IV. 0

soc

ializ

atio

n fo

r sc

hool

beh

avio

r

V. 0

lang

uage

and

oth

er f

orm

s of

repr

esen

tatio

nO

sta

ndar

d E

nglis

hla

ngua

ge o

ther

than

Eng

lish

O r

eadi

ng r

eadi

ness

0 w

ritin

gO

oth

erSp

ecif

y

VI.

0 k

now

ledg

e of

spe

cifi

c su

bjec

t-m

atte

rco

nten

tSp

ecif

y:

5. T

each

ing

Met

hods

and

Pro

cedu

res

for

Use

a) I

ndic

ate

by Y

ES

whi

ch o

f th

e fo

llow

ing

clas

s-ro

om s

ettin

gs a

nd te

achi

ng a

ppro

ache

s th

e m

a-te

rial

wou

ld/s

houl

d/do

es f

unct

ion

best

in, a

ndby

a N

O in

whi

ch w

ould

/sho

uld/

does

fun

c-tio

n le

ast w

ell.

(Com

bina

tions

pos

sibl

e).

Stan

dard

did

actic

cla

ssro

om s

ituat

ion:

teac

her

pres

ents

less

ons,

elic

its p

upil

re-

spon

ses,

rei

nfor

ces

corr

ect r

espo

nses

thro

ugh

prai

se. M

ater

ials

are

pro

gram

ed o

r se

lf-i

n-st

ruct

ing

and

guid

e m

any

child

ren'

sac

-tiv

ities

. Mat

eria

ls p

art o

f w

ide

rang

e of

pro

b-le

m a

nd o

ther

set

tings

, bot

h ev

eryd

ay-l

ife

and

subj

ect-

area

orie

nted

. Chi

ldre

n an

dte

ache

rs (

adul

ts)

cont

ribu

te e

qual

ly to

set

-

ting

prob

lem

s, w

orki

ng o

ut p

ossi

ble

solu

-tio

ns, a

nd te

stin

g co

nclu

sion

s.M

ater

ials

ser

ve a

s in

gred

ient

s fo

r w

ide-

rang

ing

and

open

mde

d pl

ay o

n pa

rt o

f ch

il-dr

en. T

each

er s

erve

s as

adv

isor

and

sup

port

.In

stru

ctio

n ca

rrie

d on

mos

tly' i

n on

e-to

-one

tuto

rial

situ

atio

ns w

ith c

hild

and

adul

t wor

king

in w

ell-

defi

ned

subj

ect o

r de

-ve

lopm

enta

l are

a, o

n ad

ult i

nitia

tive.

Tea

cher

s m

odel

beh

avio

r de

sire

d on

part

of

stud

ents

in a

var

iety

of

clas

sroo

man

d/or

oth

er s

ituat

ions

(e.

g., s

peak

ing

stan

d-ar

d E

nglis

h).

Tea

cher

s(a

dults

)sy

stem

atic

ally

re-

war

d ch

ildre

n fo

r de

sire

d be

havi

or o

r re

-sp

onse

s,us

ing

toke

ns o

r ot

her

tang

ible

rew

ards

.O

ther

. Des

crib

e:

b) H

ow im

port

ant i

sit

to u

se m

ater

ial j

ust a

sde

scri

bed

by p

rodu

cer?

O E

xtre

mel

y im

port

ant i

f ob

ject

ives

are

to b

eac

hiev

ed.

O I

mpo

rtan

t to

follo

w in

stru

ctio

ns.

O I

nstr

uctio

ns o

nly

sugg

estiv

e of

a n

umbe

r of

appr

opri

ate

way

s of

usi

ng.

O D

irec

tions

fur

nish

ed o

nly

to a

ssis

t ine

xper

i-en

ced

adul

t.c)

How

muc

h te

ache

r in

itiat

ive

is r

equi

red?

0 E

very

thin

g ne

eded

is s

uppl

ied,

incl

udin

gin

stru

ctio

ns. N

eed

only

fol

low

.

O T

each

er m

ust c

olle

ct a

dditi

onal

mat

eria

lsan

d eq

uipm

ent.

O T

each

er m

ust m

ake

(dai

ly)

prep

arat

ion

for

use.

Oth

er. D

escr

ibe:

d) H

ow m

uch

adul

t sup

ervi

sion

is r

equi

red?

Non

e.O

Litt

le o

r no

ne a

fter

fir

st in

trod

uctio

n.0

Can

be

adm

inis

tere

d on

ly b

y an

adu

lt (e

.g.,

in le

sson

s).

O C

omm

ent:

e) W

hat t

imin

g is

req

uire

d?I.

0 R

equi

res

daily

pre

sent

atio

n in

seq

uen-

tial o

rder

.O

Sho

uld

be a

vaila

ble

for

child

ren'

s us

eal

l the

tim

e, b

ut n

eed

not b

e us

ed d

aily

.O

Oth

er.-

- E

xpla

in:

II. 0

Use

d al

l yea

r lo

ng.

O U

sed

only

dur

ing

O U

sed

only

at o

ne s

hort

tim

e or

dev

elop

-m

enta

l lev

el. S

peci

fy:

O O

ther

. Des

crib

e:

f) W

hat k

inds

of

deve

lopm

ent a

nd/o

r le

arni

ngta

sks

does

the

mat

eria

l elic

it or

mak

e po

ssib

le?

g) W

hat d

iagn

ostic

or

eval

uativ

e ac

tiviti

es a

re r

e-qu

ired

of

the

teac

her

(adu

lt)?

O D

iagn

osis

for

pla

cem

ent.

O E

valu

atio

n of

pro

gres

s.O

Oth

er. D

escr

ibe:

6. C

ondi

tions

of

Use

a) W

hat i

s th

e re

latio

nshi

p of

the

mat

eria

l and

its

use

to o

ther

mat

eria

ls in

the

clas

sroo

m?

O S

elf-

cont

aine

d un

it, b

est u

sed

inta

ct a

ndal

one.

O S

elf-

cont

aine

d un

it re

quir

ing

use

of o

ther

mat

eria

ls to

sup

plem

ent a

ctiv

ities

.O

Mat

eria

l can

be

used

sep

arat

ely

in r

elat

ion

to m

any

othe

r sc

hool

act

iviti

es.

O O

ther

. Des

crib

e:

b) W

hat k

now

ledg

e is

req

uire

don

the

part

of

teac

hers

(ad

ults

, old

er c

hild

ren)

?O

Onl

y ab

ility

to r

ead

and

follo

w d

irec

tions

requ

ired

. Mat

eria

lis

"tea

cher

-pro

of"

orse

lf-e

xpla

nato

ry, a

uto-

inst

ruct

iona

l.O

Min

imum

kno

wle

dge

beyo

nd li

tera

cy r

e-qu

ired

. Dir

ectio

ns c

ome

with

mat

eria

l.O

Spe

cial

kno

wle

dge

and

skill

mus

t be

deve

l-op

ed th

roug

h tr

aini

ng p

rogr

am s

uppl

ied

byE

lpr

oduc

er 0

dis

trib

utor

0 o

ther

..Sp

ecif

y:O

Spe

cial

teac

her

attit

udes

req

uire

d(S

eePy

gmal

ion

in th

e C

lass

room

)O

but

no

othe

rO

in a

dditi

on to

oth

erO

kno

wle

dge

and

skill

.O

Hig

hly

trai

ned

and

expe

rien

ced

teac

her

re-

quir

ed f

or a

ppro

pria

te u

se o

f m

ater

ial.

Exp

lain

:

c) H

ow im

port

ant a

re th

e te

ache

r's (

adul

t's)

view

of le

arni

ng a

nd d

evel

opm

ent a

nd th

e w

ays

inw

hich

suc

h vi

ews

infl

uenc

e te

achi

ng s

tyle

?

I. 0

Mak

es n

o di

ffer

ence

("t

each

er-p

roof

").

O M

ater

ial s

ugge

sts

own

appr

opri

ate

use

if c

hild

ren

are

free

to u

se it

.O

Mat

eria

l usu

ally

/pro

babl

y no

t sel

ecte

dby

teac

her

who

dis

agre

es w

ith it

s ap

-pr

oach

.O

Ver

y im

port

ant.

Exp

lain

and

des

crib

evi

ew r

equi

red:

II. I

ndic

ate

any

teac

her

view

s or

sty

les

whi

chw

ould

not

be

com

patib

le w

ith u

se o

f th

em

ater

ial:

III.

Ind

icat

e an

y te

ache

r at

titud

es w

hich

wou

ldge

t in

the

way

of

effe

ctiv

e us

e:

7. W

hich

vie

w o

f de

velo

pmen

t doe

s th

e m

ater

ial r

e-fl

ect? 0

Beh

avio

ral-

Env

iron

men

tal V

iew

: For

ces

inth

e en

viro

nmen

t, in

clud

ing

teac

hers

and

pare

nts,

sha

pe c

hild

ren'

s be

havi

or th

roug

hpa

ttern

s of

cue

s w

hich

elic

it be

havi

or r

e-sp

onse

s an

d re

info

rcem

ent c

ontin

genc

ies

whi

ch m

aint

ain

desi

red

beha

vior

s (a

nd p

at-

tern

s of

beh

avio

rs):

indi

vidu

al r

elat

ivel

ypa

ssiv

e;m

ainl

y ex

tern

alre

info

rcem

ent.

(See

Bijo

u an

d B

aer,

Gag

ne, S

kinn

er.)

Mat

urat

iona

l-N

ativ

ist V

iew

: Ind

ivid

ual d

e-ve

lopm

ent

isla

rgel

y pr

ogra

med

inth

ege

nes

whi

ch g

uide

the

"unf

oldi

ng"

of th

ein

divi

dual

;in

divi

dual

isdo

min

ant,

al-

thou

gh th

e en

viro

nmen

t can

inhi

bit o

r fa

-ci

litat

e gr

owth

. (Se

e G

esel

l, Il

g, A

mes

of

the

Ges

ell I

nstit

ute.

)0

Psyc

hom

otor

Em

phas

is: T

he im

por-

tanc

e of

per

cept

ual-

mot

or e

xper

ienc

e

and

trai

ning

are

str

esse

d as

bas

es f

orm

ost o

ther

are

as o

f de

velo

pmen

t. (S

eeD

oman

and

Del

acto

, Fro

stig

, Get

man

,G

epha

rt.)

Com

preh

ensi

ve-I

nter

actio

nal V

iew

O C

ogni

tive-

Tra

nsac

tiona

l Vie

w: E

ach

in-

divi

dual

per

form

s "o

pera

tion"

upo

n th

eda

ta o

f hi

s ex

peri

ence

in o

rder

to r

ende

rit

mea

ning

ful,

to r

esol

ve d

isso

nanc

e, a

ndto

bui

ld in

crea

sing

ly d

iffe

rent

iate

d an

din

tegr

ated

und

erst

andi

ng o

f th

e w

orld

;re

lativ

ely

activ

e in

divi

dual

mee

ts e

n-vi

ronm

ent

half

-way

inde

term

inin

gw

hat h

e be

com

es; b

oth

intr

insi

c an

dex

trin

sic

rein

forc

emen

t.(S

ee P

iage

t,K

ohlb

erg,

Bru

ner,

Hun

t, Ir

a G

ordo

n.)

O P

sych

osex

ual-

Pers

onal

ity, V

iew

:In

di-

vidu

al d

evel

ops

incr

easi

ng c

ompe

tenc

ean

d is

soc

ializ

ed b

y m

eetin

g an

d re

solv

-in

g a

seri

es o

f "c

rise

s" in

volv

ing

his

con-

cept

of

him

self

and

the

dem

ands

of

the

wor

ld a

roun

d hi

m, e

spec

ially

on

the

part

of

indi

vidu

als

who

are

clo

se to

him

; act

ive

indi

vidu

al a

nd s

tron

g en

-vi

ronm

enta

l pre

ssur

es. (

See

E. E

riks

on,

R. W

hite

, B. W

hite

, A. F

reud

.)O

ther

. Des

crib

e:

O S

ome

com

bina

tion

of th

e ab

ove.

Whi

ch?

O E

clec

tic, o

r m

akes

no

diff

eren

ce. C

om-

men

t:

8. a

) W

hat e

vide

nce

of u

sefu

lnes

s do

es th

e pr

oduc

erof

fer

for

goal

s lis

ted

or f

or o

ther

pur

pose

s?

O S

yste

mat

ic p

ublis

hed

rese

arch

. Cite

ref

er-

ence

s:

Syst

emat

ic in

-hou

se r

esea

rch.

Des

crib

e:

O I

nfor

mal

fee

dbac

k fr

om f

ield

, sal

esm

en, e

tc.

Des

crib

e:

O S

yste

mat

ic f

eedb

ack

from

use

rs u

sed

inO

dev

elop

men

tO

rev

isio

ns o

f m

ater

ial

Doe

s pr

oduc

er d

escr

ibe

feed

back

and

chan

ges?

O N

o 0

Yes

Des

crib

e:

b) H

ave

you

mad

e tr

ial u

se o

f th

e m

ater

ials

?O

No

Yes

If s

o:

I. H

ow m

any

clas

ses?

II. H

ow m

any

stud

ents

?II

I. E

ntir

e ki

t or

part

s?IV

. Evi

denc

e ob

tain

ed:

9. T

ell h

ow c

ompa

rabl

e ki

ts/s

ets

of m

ater

ial o

n th

em

arke

t are

like

or

diff

er f

rom

this

one

:

APPENDIX B:"DEVELOPMENTAL SKILLS SHEETS"

The following "Glossary of Terms" and "Developmental Skills Sheets" were devel-oped to provide an overview of the specific s_kills in eachlievelopmental skill areaemphasized by each curriculum included in this bibliography.

90101

GLOSSARY OF TERMS USED IN THE "DEVELOPMENTAL SKILL SHEETS"

1. GROSS MOTOR. The development of large muscle skills such as running, walk-ing, climbing, throwing, and sitting.

A. BODY PERCEPTION. The ability to move one's body in an integrated manneraround objects and through environments.

B. STATIC BALANCE. The ability to balance when not in motion; for example,sitting, standing, and balancing on one foot.

C. DYNAMIC BALANCE. The ability to balance when the body is motion; forexample, walking, running, and skipping.

D. GENERAL BODY COORDINATION. The ability to move in a smooth manner.

E. SPEED AND AGILITY. The ability to move quickly and easily.

F. ENDURANCE. The ability to participate in a gross motor activity over aperiod of time.

2. FINE MOTOR. The development of small muscle skills such as cutting, writing,and bead stringing.

A. FINGER DEXTERITY. The ability to use the fingers skillfully and easily.

B. FINGER SPEED. The ability to use the fingers quickly.

C. HAND AND FINGER DEXTERITY. The ability to use the hands and fingerstogether skillfully and easily.

D. HAND AND FINGER SPEED. The ability to use the hands and fingers togetherquickly.

E. ARM AND HAND PRECISION. The ability to move and use the arm and handtogether in an accurate manner.

F. ARM STEADINESS. The ability to hold the arm still and to move it smoothly.

3. PERCEPTION. The ability to attach meaning or order to incoming tactile andvisual stimuli.

A. SENSORY AWARENESS. The ability to use the senses to perceive and recog-nize,elements in the environment; to stimulate the use of the senses.

91

104

B. INTRA-SENSORY INTEGRATION. The ability to coordinate two or moresenses such as eye-hand coordination.

C. PERCEPTUAL ACCURACY. The ability to see similarities and differencesin objects and pictures.

D. FIGURE-GROUND. The ability to perceive and distinguish objects seen inforeground and background.

E. SPATIAL RELATIONSHIPS. The ability to perceive objects and their positionand/or location in space.

F. PERCEPTUAL FLEXIBILITY. The ability to recognize similarities and differ-ences in size and in orientation.

G. PERCEPTUAL CLOSURE. The ability to draw inferences or conclusions fromvisual, tactile, or auditory stimuli.

H. PERCEPTUAL MEMORY. The ability to retain and recall general visual andtactile information.

I. DIRECTIONALITY. The ability to start at the top of the page and go to thebottom; the ability to start on the left side of the page and go to the right.

4. REASONING. The ability to combine several elements of prior learning in orderto solve a newly encountered problem.

A. ASSOCIATION. The ability to find the connection or relationship betweenobjects that belong together.

B. CLASSIFICATION. The ability to arrange systematically objects into groupsaccording to some definite plan.,

C. SEQUENCING. The ability to order events, such.as recalling the events ofof a story in the proper order. Also the ability to recognize the rule bywhich objects are sequenced or ordered and to predict which object shouldcome next.

D. ANALOGY. The ability to recognize the relationship between two objectsor situations and then identify a similar relationship between another setof objects or situations.

E. PART-WHOLE RELATIONSHIPS. The ability to relate parts of the object tothe object as a whole.

F. PROBLEM SOLVING. The ability to figure out a solution to a problem.

9 2

G. QUANTITATIVE SKILLS. The ability to use early numerical skills such assize, meaning or numbers, and simple measurement.

H. MEMORY. The ability to retain and recall information.

I. SERIATION. The ability to order items on the basis of a dimension such assize, quality, or quantity.

5. LANGUAGE. The systematic means of expressing and receiving information.

A. STRUCTURAL USE/COMPREHENSION. Use and comprehension of the gram-matical structures of standard English.

B. ATTENDING. The ability to pay attention to auditory, tactile, and verbalstimuli for a period of time long enough for learning to take place.

C. SOUNDS. The receptive and expressive use of sounds in isolation or incombination, such as vowel sounds and consonant sounds.

D. IMITATION. The ability to copy the verbal or motor imitation of a model(teacher) .

E. AUDITORY RECEPTION. The ability to receive, differentiate, and under-stand auditory stimuli.

F. AUDITORY MEMORY. The ability to remember general auditory stimuli.

G. AUDITORY SEQUENCING. The ability to remember what is heard longenough to repeat it in proper sequence.

H. AUDITORY ASSOCIATION. The ability to respond in a meaningful way toauditory stimuli'.

I. WORD MEANING. The ability to understand words, phrases, and sentences,with a variety of grammatical structures.

J. VERBAL EXPRESSION. The ability to verbally use words, phrases, andsentences in a variety of grammatical structures.

K. MANUAL EXPRESSION. The use of gestures or sign language.

6. SOCIAL. The ability to relate to the environment and to others in a positiveand meaningful way.

A. BODY AWARENESS. The recognition of one's body and of body parts.

93

106

B. SELF-CONCEPT DEVELOPMENT. The development of positive and realisticfeelings about oneself.

C. UNDERSTANDING OTHERS. The realization that other people have feelingsand the attempt to understand why they act as they do.

D. RELATIONSHIPS WITH OTHERS. The abi!Ity t- interact with adults andpeers.

E. SELF-HELP SKILLS. The ability to perform certain tasks for oneself, suchas eating, drinking, dressing, and going to the toilet.

9 4

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. Developittental SkillsSheets

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Motor Performance and Recreation Instruction, Part IV of Syste-matic Instruction for Retarded Children: The Illinois Program 3-8

Perceptual and MoiO r Development in Infants and Children 5 0-8

The Slow Learner Ifi the Classroom 6 4-8

FINE MOTOR

Beginning to Learn: Fine Motor Skills 13 4-6

Daily Sensorimotor Training Activities: A Handbook forTeachers and Parents of Preschool Children 11 4-6

Dubnoff School Program I: Perceptual-Motor Exercises,Level Ill 11 4-8

Erie Program I, Part III 12 4-8

Motor Performance and Recreation Instruction, Part IV of Syste-matic Instruction for Retarded Children: The Illinois Program 12 3-8

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Beginning to Learn: Perceptual Skills 30 4-6

Big Box: Visual Perception 18 3-6

Detect Tactile ,23 5-7

Detect Visual 24 5-7

Dubnoff School Program I: Perceptual-Motor Exercises,Levels I and ll

20 4-8

Early Childhood Enrichment Series: Toys to Develop Percep-tual Skills

26 3-5

Erie Program l 25 4-8

Fairbanks-Robinson Program 21 4-7

Frostig Remediation Program 22 3-8

Let's Look For Program Project Me 17 3-6

Perceptual Training. Activities Handbook 31 4-6

Readiness for Learning Clinic 27 5-7

Ruth Cheves Program I: Visual-Motor Perception 18 5-7

Try: Experiences for Young Children 28 4-6

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Early Childhood Enrichment Series: Development of NumberReadiness 35 3-5

GOAL: Mathematical Concepts 36 3-8

Inquisitive Games: Discovering How to Learn 39 4-6

Inquisitive Games: Exploring Numbers and Space 40 4-6

Playskills Kit: Parent-Child Oriented Program 37 3-5

LANGUAGE

Developmental Sentence Analysis 53 3-5

Distar Language I 49 3-6

Early Childhood Discovery Materials 45 3-5

Early Childhood Enrichment Series: Learning to DevelopLanguage Skills

56 3-5

GOAL: Language Development 51 3-5

Language and Learning Disorders of the Pre-AcademicChild

45 2-5

A Language Program for the Nonlanguage Child 50 3-8

Language Acquisition Program for the Severely Retarded 51 3-8

Peabody Language Development Program: Level P 48 3-5

Systematic Language Instruction: Part ll of Systematic In-struction for Retarded Children: The Illinbis Program

58 3-8

Teach Your Child to Talk 56 0-5

Teaching Learning in the Preschool: A Diagnostic Approach 47 3-5

Target on Language 55 3-6

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Developing Understanding of Self and Others (DUSO) 64 5-9

Focus on Self Development: Stage One Awareness 63 5-7

Project "Me" 67 3-8

Self-Help Instruction, Part III of Systematic Instruction forRetarded Children: The Illinois Program 66 .

The Social Learning Curriculum 65 3-8

INFANTS

Baby Learning Through Baby Play: A Parent's Guide for theFirst Two Years

71 0-2

Infant Caregiving: A Design for Training 72 0-3

Infant Curriculum: The Bromley Health Guide to the Care ofInfants

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Infant /Toddler Learning Program 71 0-3

Teach Your Baby 72 0-3

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Before First Grade 79 3-5

The Cognitively Oriented Curriculum 86 3-5

Early Childhood Education: An Individualized Approach toDevelopmental Instruction

80 3-5

The Early Learning System 83 4-6

Language and Thinking Program 77 3-7

The Learning to Think Series 85 5-7

The New Nursery School 81 3-5

The Threshold Early Learning Library 78 3-5

The Toy Lending Library 82 3-5

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APPENDIX C:LIST OF VENDORS

American Guidance Service, Inc.Publisher's BuildingCircle Pines, Minnesota 55014(612) 786-4343

American Science & Engineering, Inc.20 Overland StreetBoston, Massachusetts 02215

(617) 262-6500

American Speech & Hearing Association9030 Old Georgetown Road, NWWashington, DC 20014(301) 530-3400

Bowmar622 Rodier DriveGlendale, California 91201(213) 247-8995

CEBCO/Standard Publishing104 Fifth AvenueNew York, New York 10011

(212) 242-3885

Christ Church Child Center8011 Old Georgetown RoadBethesda, Maryland 20014(301) 652-3922

iir

Developmental Learning Materials7440 Natchez AvenueNiles, Illinois 60648

(312) 647-7800

Education Activities, Inc.P. 0. Box 392Freeport, New York(516) BA3-4666

11520

105

Educational Developmental Laboratories/McGraw Hill Book Company

1221 Avenue of the AmericasNew York, New York 10020(212) 997-1221

Follett Publishing Company1010 West Washington BoulevardChicago, Illinois 60607(312) 666-5858

The Instructo CorporationNorth Cedar Hollow RoadPaoli, Pennsylvania 19301

(215) N14-7700

Interstate Printers, Inc.1927 North JacksonDanville, Illinois 61832(217) 446-0500

J. B. Lippincott CompanyEducational Publishing DivisionEast Washington SquarePhiladelphia, Pennsylvania 19105

(215) WA5-4100

The Macmillan CompanySchool DivisionFront & Brown StreetRiverside, New Jersey 08075(609) 461-6500

Media Projects, Inc.201 East 16th StreetNew York, New York 10003

(212) 777-4510

Charles E. Merrill Publishing Company1300 Alum Creek DriveColumbus, Ohio 43216(614) 258-8441

117

Milton Bradley Company443 Shaker RoadEast Long Meadow, Mass.(413) 525-6411

Science Research Associates, Inc.259 East Erie Street

01028 Chicago, Illinois 60611(312) 266-5000

Monterey Learning System99 RoblesMonterey, California 93940(408) 373-3128

NAEYC1834 Connecticut Avenue, NWWashington, DC 20009(202) 232-8777

Nobel & Nobel Publishers, Inc.1 Dag Hammarskjold PlazaNew York, New York 10017

(212) 832-7300

Northwestern University Press1735 Benson AvenueEvanston, Illinois 60201

(312) 492-5313

Prentice-Hall International, Inc.Englewood Cliffs, New Jersey 07632(201) 592-2000

Reader's Digest AssociationPleasantville, New York 10570(914) R09-7000

Research Press Company2612 North Mattis AvenueChampaign, Illinois 61820

(217) 352-3273

106

Science Research Associates, Inc.Col lege Division1540 Page Mill RoadPalo Alto, California 94304(415) 493-4700

Silver Burdett Company250 James StreetMorristown, New Jersey 07960(201) 538-0400

Simon & Schuster, Inc.Rockefeller Center630 Fifth AvenueNew York, New York(212) C15-6400

10020

St. Martin's Press175 Fifth AvenueNew York, New York 10010(212) OR5-5151

Teachers College Press1234 Amsterdam AvenueColumbia UniversityNew York, New York 10027(212) 678-3991

Teaching Resources100 Boylston StreetBoston, Massachusetts 02116(617) 357-8446

Index

107

AUTHOR INDEX

Adcock, Carolyn: 86.Anderson, Judith: 63Badger, Earladeen: 71Bangs, Tina E.: 45Bank Street College of Education: 45Blank, Marion: 47Braley, William T.: 11Brown, Edna: 82CEMREL, Inc.: 77Chambers, Irene: 11, 17, 20Cheves, Ruth: 18Collins, Norman: 56Cratty, Bryant J.: 5 .

Czuchna, Gordon: 56Developmental Learning Materials: 18, 63Dinkmeyer, Don: 64Drost, Jean H.: 78Dubnoff, Belle: 11, 20Dunn, Lloyd: 48Edufax, Inc.: 71Elby, Carol: 78Engelmann, Siegfried: 49Engelmann, Therese: 49Fairbanks, Jean H.: 21Feingold, Renee: 83Forrester, Bettye: 79Frostig, Marianne: 5, 22Gill, Gary: 56Goldstein, Herbert: 65Gordon, Ira: 71Gould, Lawrence N.: 23, 24Gray, Burl: 50Gray, Susan: 79Hatten, Daniel: 12, 25Hipsher, Lee Wright: 58, 66Hodgins, Audrey: 35Honig, Alice: 72Horne, David: 22Horton, Kathryn: 48Jeanrenaud, Claudine: 6, 12Karnes; Merle: .26, 35, 36, 51, 56Kaup, Rachael: 78Kent, Louise R.: 51Kephart, Newell C.: 6Klaus, Rupert: 79Konicki, Geraldine: 11Lader, Estelle: 78Lally, Ronald: 72

1 i }8

Lang, Caroie: 63Lavatelli, Celia S.: 36Lee, Laura: 53Leedy, Catherine: 11Lillie, David L.: 13, 30, 80Linford, Anthony: 6, 12Linford, Maxine: 66Litwak, 83

McAfee, Oralie: 81McClelland, Donna: 86McLeod, Pierce: 27Manolakes, George: 28Marks, Patricia: 73Maslow, Phyllis: 5, 22Meier, John: 81Miller, James: 79Muma, John: 54Nance, Iva: 56Nimnicht, Glen: 81, 82Novakovich, Harriet: 55O'Betts, Gloria: 56Osborn, Jean: 49Painter, Genevieve: 72Pelkowski, Jerome: 12, 25Pezzat, Frank: 12, 25Pushaw, David: 56The Reader's Digest Association: 37Resnick, Lauren: 83Robinson, Janet: 21Rogers, Linda: 86Rowland, Pleasant: 29Ryan, Bruce: 50Scian, Marie Jepson: 28Scott, Virginia: 63Schaeffer, Florence: 67Silikovitz, Ronald: 66Smith, James 0.: 48Sprigle, Herbert: 39, 40Spruegel, Catherine: 56Stahl, Michael: 56Tawney, James: 58Thurstone, Thelma: 13, 30, 85Tronick, Edward: 73Van Witsen, Betty: 31Waldo, Louis: 28Weikart, David: 86Weltman, Robert: 28Zoslow, Sylvia: 55

In 1968 the enactment of the Handicapped Children's Early EducationAct authorized the establishment and operation of model early educa-tion projects. These. 150 projects are collectively referred to as theFirst Chance Network. The responsibility for administering this prog-ram was accepted by the Bureau of Education for the Handicapped,Office of Education. The projects are designed to develop and de-monstrate effective approaches in assisting handicapped childrenduring their early years and are structured so that other communitiescan replicate, or adapt, exemplary components of the projects to meettheir own needs in similar projects.

The Bureau of Education for the Handicapped has as its overall goalthe equalization of educational opportunity for handicapped childrenby providing the leadership and resources needed to help the hand-icapped achieve their fullest potential and participate constructively Insociety to their maximum abilities. The long-range objective of theHandicapped Children's Early Education Program is to stimulate ser-vices to all of the estimated 1,000,000 preschool-aged handicappedchildren by 1980,

The Technical Assistance Development System (TADS) was estab-lished in Chapel Hill, North Carolina by BEH to provide a wide array ofspecial support services for the First Chance Network. Services mostoften are offered to First Chance projects in the areas of program plan-ning and evaluation, intervention, outreach and replication, and mediaand information.